National Early Childhood Curriculum

NATIONAL EARLY CHILDHOOD CURRICULUM
FOR AGES 0-5 YEARS
NIGERIAN EDUCATIONAL RESEARCH AND DEVELOPMENT COUNCIL

(NERDC).
SUPPORTED BY UNICEF NIGERIA
UNICEF
NOT FOR SALE! NOT FOR SALE! NOT FOR SALE! NOT FOR SALE! NOT FOR SALE! NOT FOR SALE! NOT FOR SALE! NOT FOR SALE! NOT FOR SALE! NOT FOR SALE!
© Nigerian Educational Research And Development Council (NERDC)
First Published 2007
ISBN: 978-054-288-4
All rights reserved: No part of this publication may be reproduced, stored in a retrieval
system or transmitted, in any form or by any means; electronic, mechanical, photocopying,
recording or otherwise, without the prior permission of Nigerian Educational Research and
Development Council (NERDC)
Printed by:
NERDC Printing Press.
3, Jibowu Street, Yaba, Lagos.
NIGERIAN EDUCATION RESEARCH AND DEVELOPMENT COUNCIL
Headquarters: Lokoja – Kaduna Road, Sheda, PMB 91, Abuja Nigeria

Phone: (09) 8822202, 8822204, Fax: (09) 8821047
Email: nerdcabuja@yahoo.com
nerdcinfo@yahoo.com
Website: www.nerdcnigeria.org.
Zonal Offices
South-East
Old SUBEB Building Waterworks Road Abakaliki Ebonyi State
South-East
2nd Floor, Federal Secretariat Building, Calabar, Cross-River
North – South
Yobe State Government Secretariat, Opposite Government Lodge, Bukar Ibrahim, Phase I, Damature, Yobe State.
North-West
GP 109, State Road, Opposite Kano State, High Court, Kano, State
South-West
Lagos Annex Office: 3 Jibowu Street, Yaba, Lagos.
North-Central
3rd Floor, Rm 313-315, Federal Secretariat Complex, Minna, Niger State.
Table of Content
1. Introduction vi
2. Early Childhood Education Curriculum for Ages 0-3 years 1
 Physical development 1-3
 Affective / psychosocial development 4-5
 Cognitive development 6 -7
 Food and Nutrition 8 -10
 Health 11 - 15
 Water and environment sanitation 16 - 18
 Safety measures 19 - 20
 Protection issues 21 – 23
3. Early Childhood Education Curriculum for Ages 3-5 24

 Physical development 24 - 25
 Affective / psycho social development 26 - 28
 Cognitive development 29 - 30
 Food and Nutrition 31 - 35
 Health 36 - 38
 Water and environmental sanitation 39 - 42
 Safety measures 43
 Protection issues 44 – 46
4 List of resources persons for national writing workshop 47
5 List of resource persons for national critique workshop 47 - 48
6 in-house editors / computer operators 48 47 - 48
7 List of resources persons for field level reviews 48 - 53
8 Appendices
Appendix 1 Developmental milestones 54 - 56
Appendix 2 An early childhood screening tool 57 - 58
Appendix 3 what children should have if rights are being addressed 59 – 60
Introduction
The demand for early childhood care and development programmers has continued to increase as more vulnerable children survive as family situation
and childcare practices change, as more women join the labour force and as health crises such as the mother to child transmission of HIV/AIDS are
addressed.
Early childhood development (ECD) is concerned with the care and education of children aged 0-6 years or just before the age of formal schooling. The
age 0-6 year’s s perceived as the period of immense opportunity for growth and development of the child as experience gained at this stage may make
or mar the child permanently.
Across the world, it is recognized that deliberate efforts must be made to ensure to provision of quality care for children at the age. Thus, be most
ratified intervention treaty which has since become international law- the convention on the Rights of the child (CRC) clearly stipulates the proper
development of the child as the inalienable rights of the child. Societies are to decide quite early ad seriously too on what they hope to do with their
newest citizens.
At the local level, the federal government of Nigeria has translated the CRC into Child Rights Act and further into Universal Basic Education (UBE) Act of
2004, which placed Early Childhood Education (ECE) into the mainstream. These laws and acts provide the political impetus for interventions and actions
that will improve the well-being of Nigeria Children. One such action is the planning and institutionalization of ECE, such that Nigeria youngest citizens
may have the opportunity for a qualitative head start. As part of the institutionalization process, a curriculum becomes imperative. The Nigeria
Educational Research and Development Council (NERDC) and UNICEF took the lead in providing a national curriculum for ECE.
Efforts to develop appropriate curriculum for ECE in Nigeria started about a decade ago. The first edition emphasized the holistic development of the
child and caters for the physical development and stimulation of the child. The structural organization was such that presented topics under 8 unit viz:
physical development; affective development; mental and language development; food and nutrition; harmful traditional practices; health and diseases;
and safety measures. These are arranged into three age cohorts: 0-2, 2-3; and 3-6. The objectives, contents, actives and materials are prescribed for
every topic. This edition was approved by NCE for use in ECE centres in 1994. A revision was attempted in 2000 to infuse some emergent issues such as
HIV/AIDS, peace and gender issues but it was an incomplete process as it was neither critiqued nor approved.
In anticipation of the eventual revision, UNICEF field offices in collaboration with state and LGA partners and communities across the country, organized
zonal workshops to prepare field level inputs expected to feed into the curriculum. These inputs captured the local peculiarities in childcare practices as
well as the cultural diversities from the zones including the local key household practices. All these existed as separated and incomplete curricula for
ECD.
Rationale for the Revision / Features
A sound curriculum revision activity should be backed by empirical evidence. Evidence from (1) a national “Inventorisation of Early Child Care
(ECC) facilities and practices in Nigeria carried out by NERDC/UNICEF in 2003; (2) feedbacks which led to the recently developed “minimum
standards for ECD Centre’s in Nigeria” and (3) inputs from the fields level indicating that the existing ECE curriculum needs to be
revised/renewed. The view is that the curriculum should be made more comparable to other examples of good curricula used around the
around the world; and the contents and activities should be such that they address the three development domains of the child (physical,
psychosocial and cognitive) as well as emerging global priorities like HIV/AIDS, and Gender.
Besides there is the need to evolve a curriculum that will guarantee excellent care and support for young children such that the Millennium
Development Goals could be achieved. Presently the high infant and Under Five mortality rates among Nigeria children and high prevalence
of malnutrition and stunting require urgent action, which can be best addressed through development and promotion of an integrated and
holistic Early Childhood Development curriculum that guarantees best care and support to young children in their most vulnerable period of
life, i.e. 0-3 years and lays a good foundation for early learning and achievement subsequently. An integrated curriculum has the multi-
pronged benefit of leading to reduction of infant and under-five mortality rate, reduction of child malnutrition among under five years (MDG
Goal 1, 4), reduction of disease burden associated with malaria, HIV/AIDS (MDG Goal 6); increase in enrolment, retention and learning
achievement by setting early rhythm of learning I young children and of improving their learning achievement (MDG Goal 2). In others words,
an enabling environment is set for the child to survive, grow and thrive physically, socially, emotionally, intellectually and spiritually to its
optimal capacity. In addition, three major’s issues have been identified as influencing curriculum development.
These are issues globalization, information technology and deregulation. Globalization concerns relate to topics that have common concern
for humanity such as freedom, human rights, equality, peace, justice, fair play and health. Information technology is concerned with the
facilities for rapid sharing of ideas and knowledge while deregulation is concerned with the means of empowering people to manage their
affairs. The demands of these three issues should be infused into the curriculum even at the level of the early childhood. Also, there is the
felt need to harmonize the inputs from the field level and come up with a culturally relevant national curriculum for ECD.
More importantly ECD has shifted to adopt the integrated approach, which addresses all the critical aspects of early childhood care, and
which yields the highest dividends and he most sustainable gains for children and their families, communities, and nations of the world. The
integrated approach to ECE comprises of programmers in health; nutrition, water and environment sanitation, psychological care and early
learning, child protection and rights. It is aimed at not only assuring child survival but nutrition. It is also prepares the child for smooth
transition to primary school and ensures universal access to primary education. This approach is more cost-effective in assuring the all-round
development of the child as well as prevention and treatment of early years than life; thus ensuring the best start in life. As ECD adopts the
integrated approach. It also becomes necessary to shift from the unit approach in content presentation to thematic approach which is
perceived as more robust and allows the elastic infusion of contemporary issues. Eight themes were adopted for ages 0-3 and 3-5 as follows.
Physical development; affective/psychosocial development, cognitive development; food and nutrition; health; water and environment
sanitation; safety measures; and protection issues.
Again, while existing curricula have three age classifications; 0-2, 2-3 and 3-6 years, it has been considered more realistic based on feedback
from practitioners, to merge these into two classifications; 0-3 and 3-5 years. The argument is that the national policy has already agreed on
3-5 years and the new concern is the 0-3 years cohort. Children in this age cohort have similar characteristics and basic care needs. It is
possible to see children aged 2-3 years still strapped at the back like the 0-2 years old. Furthermore children aged 0-3 years do not require
much mental activities they however need all the care, Based on the above ages 0-2 and 2-3 years have been merged as 0-3 years with a
proviso that the caregivers for the age cohort be trained in order to equip them to cope with the demanding 0-2 years old children as well as
the restless 2-3 year olds.
Therefore another prominent feature of the revised curriculum is the adoption of two age cohorts: 0-3 and 3-5 year olds.
Structural Organization
There are two sections of the curriculum based on the two- aged cohorts of 3-5 year. For each age cohort, the eight themes are identified;
and topics under each theme are specified. The performance objectives, activities and evaluation guide for each topic are prescribed
separately for child and caregivers: Contents and materials are also listed. The essence is to equip the caregiver to prepare ahead of the
children.
Implementation Strategies
ECD programme is premised on basic service delivery. This implies the involvement of several service delivery sectors such as health. Water
and environment sanitation and nutrition agencies. Caregivers are expected to receive as much training as possible from these agencies.
NERDC will constantly be required to give technical backstopping to training in the communities and LGAs. NERDC/UNICEF will be required to
develop and provide supportive materials such as checklist for ECE: charts on child friendly environment: charts on basic rights of the child
which are to be displayed to the full view of children, parents and caregivers in the centres. It is expected that before the beginning of each
term, categories will familiarize themselves with the curriculum, identify the materials listed, prepare a realistic scheme of work and seek
assistance where necessary.
Relevant documents to enable caregivers to monitor and asses’ development have been attached as appendices as follows.
Appendix 1 Development milestones
Appendix 2 An early childhood screening tool
Appendix 3 What children should have it rights are being addressed
Caregivers are encouraged to familiarize themselves with these documents and use them in the centres.
All hands on deck. It is hoped that this curriculum will be properly implemented to ensure that Nigeria youngest citizen are
given a proper head start.
NATIONAL EARLY CHILDHOOD CARE CURRICULUM FOR AGES 0 – 3 YEARS
Theme: Physical Development
Topic Performance Objectives Content Activities Caring/Learning Evaluation Guide
Materials
Parent/Caregiver Child Parent/Caregiver Child
1. Personal Should be able to: Should be able to: 1. Child's personal 1. Encourage the child By 24 months 1. Child's personal file Child by 36 months:
Data By 24 months data: name, age, to talk about self and 1. Children talk to 2. Birth record 1. Identify self by name,
1. Keep health, 1. respond to and say sex, etc. family in a one to one themselves about 3. Height/weight scale age, sex.
personal and his/her own name. 2. Family data: dialogue. their family 4. Tape rule, tape measure. 2. Identify family .
family data of the parents' names,
By 36 months 2. Children ask their 5. Growth Chart. 3. name school and
Child. Position in family, 2. collect, record and
2. say the name of the parents about 6. Immunization card home address.
immediate family home address. provide health and themselves and their 7. Health Records Parent/Caregiver
members e.g. Mother, personal data family 8. Child Assessment 1. Have clear profile
father 3. Health records (sources of information: By 36 months Instrument/Records. condition, personal
Immunization, parents, guardian,
3. say his/her ge; 3. Children talk to background of the child
blood Group/ sibling, health workers
4. say his/her sex; their caregivers/ 2. Knowledge of any
genotype. etc)
5. name his/her school teacher about potential risk to the
Assessment record.
and home address 3. Observe physical and themselves and their child (related to health
visible immunization Family. e.g. allergy to drugs and
on the child. foods) etc.
4. Keep personal data 3. Maintain accurate
of the child includng record of child's hearing
health and birth speech and sight.
certificates and family 4. to communicate with
records child
5. Guide the child to 5. identify signs of ill
know and say when He/ health and refer for
she is ill Medical Attention.
Materials
2. Child Should be able to Should be able to 1. Basic physiological 1. Measure weight 1. Participate in • Food supplements Child.
Growth, 1. Measure, observe and • Observation check
By 24 months needs of the growing and height at regular physical using
Monitoring monitor growth of the intervals list 1. meets appropriate
child 1. Interact with the child play materials/
and Caring 2. Arrange and feed • Growth monitoring milestones,
2. Obtain, observe and caregiver and other 2. Sources and roles equipment
the child with chart
administer foods children of foods (including 2. participation actively
adequate food • Height charts,
necessary for growth. food suplement e.g. 2. Accept food in physical activities
(Including food • Measuring tapes,
3. Monitor child's
Increased mobility By 36 months. Vit. A Supplement's e.g • Weighing scales.
2. Perform physical 3. Developmental • Ball (assorted sizes), Parents/Caregivers
and coordination Vit A.)
to prevent accompanying activities like Milestones • Merry go round, 1. Adequate
3. Observe how
risks (in play, activiteis for • Slides, knowledge of foods
jumping, playing 4. Growth mnitoring children
• See-saw (sand pit/tray and food
under 24 months old). ball etc. and promotion move and handle
• Modeling clay/ supplements.
4. Observe and monitor things at play
5. Movement skills plastercine
child's movement skills 4. Stimulate child to 2. Opportunity
(fine and gross motor). • Crayons (nontoxic)
in activiteis such as participate in for play
climbing, playing ball, • Pair of scissors
physical Activities
crawling etc. • Paper
3. Child should be able to: Should be able to: 1. Stages of physical 1. Provide adequate explore the • Local soft toys, Child.
Interaction 1. Stimulate the child and space for free • Walking frame
monitor the different 1. Interact with the development movement of the environment • Ball 1. explores his/her
with the
milestone in his immediate child. e.g. plays with • Music box environment
Environment
development e.g. sitting, 2. Stimulate the child • Mats 2. Shows progressive
Environment. 2. Management of sands, water, etc
crawling, walking etc. manipulative • Swings development
2. Create opportunity for increased mobility activities (e.g. • Slides
exploring, experimenting, 2. Participate in building blocks, • Mattress Caregiver/Parent
with and discovering the sorting by colours, • Merry-go-round 1. Manages problems
physical activities 3. Physical coordination associated with child's
environment. shape or size). • Rocking horse
3. Identify problems (e.g. climbing, crawling, 3. Interact with the interaction with
• Wagon environment.
relating to child's etc.) and stimulates
• Paper 2. Provides toys and play
interaction with the participation in
• Push-pull toys equipment
environment. exercises, play
space 3. Physical challenges
4. Give adequate activities and games.
4. Monitor the play among child identified
activities of the child and addressed.
and ensure non-violent
Materials
supervision to prevent Interaction. • Nature corner and

accident in line with the 5. Provide safe shopping corner.
child's increasing activities. environment for • Sand tray
Exploration • Sand pit
• Water bath/trough
• Apron
• Plastic b ottles
• Funnels
• Spoons
• Cups, etc
4. Basic Should be able to: Should be able to: 1. Basic rights of the 1. Keep environment By 36 months • Music box Child
Rights
child safe and friendly 1. eats food, play, • Nursery books
of the Child 1. More sociable and
1. Show knowledge and 1. Explore the 2. Child friendly 2. Interact with child sleep freely. • Balls
aware of his
and encourage him/her • Swings environment
respect the basic right of environment freely Environment. 2. The child moves
to socialize with others. • Slides
the child. 2. Interact with freely and explore 2. Interact peacefully
3. Stimulate the child • Mattress with others of
2. Provide and maintain people and materials his/her
with a variety of toys • Merry-go-round gender
conducive safe and friendly Within the environment
and other useful • Rocking horse
environment for the child Environment. 3. Ask questions
materials • Wagon Parent/Caregiver
to thrive. 3. Participate in 4. Provide stimulating on any issue for • Paper
1. Child friendly
3. Stimulate the child to physical activities. materials e.g. toys and Clarification. • Push-pull toys environment
perform physical activities. participate in child • Paint / crayon maintained
activiteis e.g. run, • Charts on child friendly 2. Evidence of care
and
jump, walk dance etc. environments
• Charts on Basic Rights child friendliness.
5. Supervise the play
of the child
activities of the child
• Documents on basic
and ensure non-violent rights of the Child.
Interaction.
Theme: Affective/Psychosocial Development 0 - 3 years.
Materials
1. Social/ Should be able to: Should be able to 1. Communication 1. Encourage interactions 1. Listen to others • Toys Child
Moral 1. Encourage interaction skills: between child, care- 2. Talk and ask • Picture books
By 24 months 1. Show signs of
development e.g. (listening) talking, giver, parents and questions
between child and other 1. Interact with • Musical instruments confidence, security
singing, asking Others. 3. Sing songs and
people. people, • Games and
question and 2. Allow the child to dance to music
2. Respond to the child's including, family 4. Play with pears • Story Books friendliness.
talk and ask question
social behaviours like telling stories and others in the 2. Show acceptable
members, caregiver 3. Be warm, friendly, • Radio
crying, smiling, cooing, 2. Interaction with community behaviour
and peers. caring and responsive • Television
peers, 5. Participate in
waving. to the child's needs • Poetry book Parent/Caregiver
2. Recognise self as family members and group and family
3. Provide a stimulating 4. Develop and show 1. Warm, friendly,
male or female others in the activities. • Song/Rhymes
peaceful social attached to the child. caring
community. 6. Tell and listen to • Books
environment 3. freely express self 5. Monitor the child and responsive to the
3. Individual- stories, poems and • Films
4. reinforce positive while interacting with child's needs.
differences rhymes. • Calendars
people and things in 2. Child's activities
behaviour by smiling, By 36 months 4. Rights of the child 7. Report any lost
the environment. • Charts /posters
nodding, clapping and to and found supervised
4. Listen to others 6. Allow the child • Video
shaling the hand of materials to care- 3. Stimulating peaceful
5. Tell stories, and associate self freely. initiate activities
child. giver. • Religious books and social environment
5. Simple greetings, 7. Sing and dance for 8. Report wrong
5. Encourage child to be take turns maintained.
the children. doings to caregiver.
obedient respectful and 6. Obey instructions respect, appreciation 4. Leadership role
8. Teach songs that
honest and show simple and courtesy. portray honesty and Exhibited.
6. Stimulate the attitude Courtesy. transparency.
of sharing, helping, and
9.Tell folktales that
cooperation in children. promote honest living.
2. Should be able to: Child should be 1. Emotional needs 1. Positive response 1. Show friendly • Soft toys child
Emotional 1. Strengthen healthy able to: of the child. to the child's need, behaviour 1. Show joy at the
Developm e.g carrying, • Dolls sight/
bonds between child 1. Develop positive 2. Quality care. towards
ent cuddling, • Drawing paper presence of the
and others: Self concept. 3. Forming bonds others. parents
tickling and hugging 2. Imitate • Soft balls
2. Encourage good 2. Show pride in 4. Basic rights of the 2. Respond or caregivers.
relationship between positive • Games 2. Smile and
personal belongings child appropriately
child and others; emotional respond to
3. Show respect for 5. Individual • Mirror
to child's anti - social response cuddling and affection
3. respect the basic other people differences • Mobile toys
Behaviour. of others (e.g of caregiver and
rights of the child and belongings. 6. Conflict resolution • Pictures of
parent.
individual. 3. Pay attention and laughing) emotional
4. Exhibit self control 3. Generally happy,
respond to child's 3. Identify and
and confidence. expressions friendly and
emotional take care of
• Songs/ contented
disposition: belongings.
Stories books child.
4. Accept and give
compliments
Materials
difference. 5. Appreciate
belongings
4. Discourage anti-social e.g. joy, love, fear, • Home corner
behaviour 4. Assist in simple • Nature corner
anxiety, etc 6. Recognize other
5. Respond to child's 4. Create Chores
• Picture book people's emotional state.
opportunities
emotional cues and • Musical instrument
for self activities.
gestures • Poetry books Caregiver
5. Reinforce positive
6. Provide quality and • Clay/Plaster-cine 1. Relaxed, warm,
behaviour (e.g.
cosistent care. praise affectionate and
7. Display stable emotional responsive towards the
child).
disposition. child.
2. Emotionally stable.
8. Provide conducive
3. Improved handling of
environment for emotional
child.
development.
4. Ability to cope with
9. Resolve conflicts among
emotional needs of the
children. child.
3. Awareness Should be able to: 1. Gender fairness 1. Identify self as • Boys and girls Child
Should be able to: 1. Avoid gender stereo
of self. 1. Guide the child boy or girl. clothing, 1. Awareness of self as
1. Identify self as 2. Parts of the body typing.
properly boy or girl. 2. Help and care for • Home corners boy or girl.
to be aware of his/her 3. Correct dressing. 2. Teach differences in 2. Friendship among
Gender. each other when in • Play equipment
sex. dressing for boys and selves
2. Sort Out need. • Toys
2. Help the child develop clothing’s girls. Caregiver
his/her potentials. meant for girls Ability to create friendly
3. Teach songs that
and boys. atmosphere for self
Initiate plays and
relate to part of the
3.activities that will 3. Dress properly. awareness.
promote body.
Personality development.
Theme: Cognitive Development
Topic Performance Objectives Content Activities Teaching/Learning Evaluation Guide
Parent/Caregiver Child Parent/Caregiver Child materials
1. Mental Should be able to: Should be able to: 1. Interaction with 1. Communicate with 1. Play with objects • Mobile toys Child
Development 1. Stimulate child with table people, objects and thechild e.g toys • Soft toys 1. Identify objects.
top materials environment. verbally and non • Picture books 2. Curious to explore
By 24 months: 2. Responds to
2. Encourage verbal and 2. Names of domestic verbally. sound
• Picture the
1. Respond to table 2. Make child play with • Ball
non-verbal interaction. animals (in the 3. Follow moving environment.
top materials toys and people. • Plates
3. Arouse child's interest in language of the objects. 3. Respond to simple
2. Name people 3. Provide a variety of • Cups
objects and people in the immediate instructions like pull,
toys, play materials and 4. Grasp objects • Chairs
environment domestic animals environment) push.
other learning objects. 5. Use verbal and • Tables
4. Give tasks that and objects in the 5. Problem solving 4. Engage in play non-verbal • Non-toxic 4. Use or repeat simple
environment.  activities: activities with the child
encourage thinking, expressions. containers action verbs while
 Thinking e.g. dramatic play, role • Water
problems solving, 3. Explore the 6. Imitate behaviour playing.
 Recalling play etc. • Sand
recalling and relating environment. 7. Play with people 5. Manipulate objects
 Relating 5. Supervise the child's • Clay
5. Respond promptly to 4. Manipulate objects objects and 6. Count objects.
 Sorting exploration of the • Paper
child's cues and gestures. in the environment. environment. materials in the
4. Recognition of c • Boxes
concrete concepts e.g. 6. Encourage child to environment. • Musical Parent/Caregiver
By 36 months numbers, forms, express thoughts and 8. Stack objects, Instrument 1. Child stimulated
shapes, feelings. • Clothes 2. Conducive
5. Sort colours, shapes snap fingers and
7. Demonstrate concrete • Shoes
and objects. colours. thumbs, pound, environment for
experiences in number • Hats learning
6. Count and recognise work. grasp string, pull
• Calendars opportunities provided.
numbers 1 - 5. apart toys and locally
• Sticks
made play materials.
• Stones
• Television
• Flowers
• Story books
• Building blocks
• Beaded strings.
Should be able to: Should be able to: 1. Verbal and non- 1. Tell stories 1. Listen and tell • Story books 1. Use simple words,
2. Language verbal sing songs, recite
1. Speak and play with 1. Listen attentively 2. Recite rhymes stories • Rhymes/Song
Development Communication books rhymes.
child when spoken to. skills: 3. Sing songs 2. Ask and answer 2. Hold simple
• Musical
2. Stimulate child with toys 2. Communicate 4. Talk with child questions conversion with people
• Listening Instruments
and other objects, with about events such as 3. Recite rhymes and around
others using words • Gestures festivals, birthday • Crayons 3. Discuss and ask
sing songs.
and gestures. • Speaking etc. questions.
• Pencils
to develop 3. Interpret gestures 5. Answer child's
4. Talk about events • Papers
communication skills. and signs peculiar to Parent/Caregiver
• Picture reading questions. in the home and in the • Toys
3. Read to the child the local 6. Group children for
• Scribbling community 1. Child's question
4. Stimulate child to respond environment. games • Blocks
• Reading e.g. remarks or statements
to simple instruction in the 4. Carry out simple and play e.g. Ball New baby, birthday, • Sand and Water
2. Names of answered correctly.
language of the immediate instructions in the objects. Clapping, dancing, festival etc. • Telephone
2. Better understanding
environment. language of the • Radio
climbing etc. of child developed.
5. Encourage child to immediate e.g. sit, 5. Talk with others.
7. Read story books • Television
talk to others. go, come, no, yes. 3. Greeting pattern of
to the child. • Charts.
children observed.
5. Communicate in 4. Simple instructions
short meaningful carried out rewarded.
sentences.
Theme: Foods and Nutrition 0 - 3 Years
. 1. Concept of exclusive 1. Practice exclusive • Cups Child
1. Breast
Should be able to:
Feeding Should be able to: breast feeding breastfeeding • Spoons 1. exclusive
1. Discuss benefits
(0-6 months) 2. Guided discussions on: • T/V clips
of exclusive 2. Breastfeeding breastfeeding accepted
breastfeeding 1. Accept breast 3. Importance of colos- • Problems associated • Soap
milk with breast milk
trums. • Water Parent/Caregiver:
2. Practice exclusive exclusively substitutes.
4. Breast milk substitute • Towel 1. Right practice of
breastfeeding (EBF)
in the first 6 months and their disadvantages • Basin exclusive breastfeeding
• Harmful feeding prac-
of life. 5. Wrong breastfeeding • Posters / 2. Knowledge of
tices e.g. discarding of
practices. Picture showing proper
colostrum, abrupt breastfeeding, its
ways
3. State the 6. Mother and child weaning
Disadvantage of *appropriate positioning of breast feeding. advantages and practice
interaction of child during
breast milk substitutes. 3. harmful breastfeeding
7. Breast feeding in breastfeeding.
practices identified
special cases e.g. (HIV *extraction and
preservation of breast 4. disadvantages of
positive mothers milk other substitutes
8. Medical advice for Ascertaining HIV status
and seeking medical including formula foods
HIV/AIDS positive
advice if positive Discussed.
mothers.
9. Problems of breast
feeding (cracked and
sore nipples etc).
Should be able to: Should be able to: 1. Meaning of 1. identify locally avail Eat various Various complementary Child
2. Compleme- complemen-
1. Discuss the importance of 1. Continue to compleme foods, 1. Complementary
able food items in all
ntary Feeding complementary foods. accept tary foods: That is . Pap enriched with foods
food groups. ntary foods
2. Process different food egg,
(7-36 months) breastfeeding • Soft food
2. Prepare different provided accepted
items 2. Accept crayfish, groundnut,
• Enriched pap food 2. Breast milk feeding
suitable as complementary complement soya milk.
• Semi-solid complements using continued..
foods. . Cooked and mashed
ary foods. app 3. Evidence of
3. Produce nutritious foods 3. Accept vitamin • Family food beans enriched with
2. Types of ropriate ratios e.g. physical
from local sources. supp- Vegetables and palm
complement- . Double mix: growth shown
4. Identify and provide oil.
lements ary food (from the staple 4. Reduced incidence
supple . Mashed yam with oil
ments appropriate for the 4. Show evidence of locality) /Animal protein of
. Rice
children e.g. vitamin A. proper feeding 3. Nutrients/functions . Staple/ vegetable food refusal and
. Cups
of
5. Identify signs of malnutrit- protein (3. 1) . Plates allergies
ion in children. complementary foods. 5. Reduced incidence
3. Feed children with . Spoon
6. Identify signs of food 4. of
Preparation/Processing suitable . Water
complementary common childhood
methods: e.g. heat . Charts
food
treat- foods in the following . Posters of food items
related illness.
ment soaking/cooking/ order . Pictures of healthy/ mal
fermentation, drying nourished child
(a) start with very soft
etc. . Soap Caregiver
5. Vitamin/food e.g. enriched pap.
1. Prepared various
supplem- (b) semi-solid
complementary foods
ents (c ) family food 2. Complementary
6. Common food
4. Practice the use of foods
allergies
in children e.g fed to children.
abdominal
Parent/Caregiver Child Parent/Caregiver Child Materials
allergies discomfort, spoon and cup for 3. Feeding problems and
. Towel
diarrhoea
7. identify problems vomiting rashes feeding. allergies identified
. Basin
related to etc. 4. food supplement,
complementary . Growth Charts
fortified food with
feeding.
Vitamin A and iodine.
7. Problems with . Weight scale
2. Compleme-
complementary food e.g . Tape rule
ntary
. Food supplements (Vit. A,
Feeding. . Child refusal to accept
B, C, D & K
(7-36 months) complementary foods, . Recipe book for
. Handing process complementary foods
. Malnutrition . Staples: maize rice,
. Reaction to food allergy. powder
mashed yams tc
. Indigestion
. Animal protein, egg, milk
8. Signs and symptoms of and fish.
Malnutrition . Vegetable protein, beans,
soyabeans, powder, soya
beans milk, groundut paste.
. Vegetable edible green
leaves carrots etc.
Should be able to: should be able 1. Child feeding practices/ 1. Obtain various foods 1. Identify food 1. Deferent food items e.g Child
3. Adequate
1. select proper food that to; habits within the community. items Yam, garri, rice, meat, fish, 1. A wide variety of foods
Feeding/ will 1. accept Adult 2. Available foods in the 2. Select healthy foods 2. Draw and vegetable, fruits etc. by self, eaten
Healthy meet the nutritional needs/ food. community. from the various food paint 2. simple cooking 2. Increased body weight
food of the child. 2. take one 3. Nutritional values of group to meet food items equipment/ utensils
Foods. and height.
2. identify unhealthy food meal at foods. nutritional needs of the 3. Feed self while 3. Plates 3. Reduced incidence and
and Centre/ school 4. Basic functions of food . child. Eating with 4. Charts severity of common
bad eating habits. 3. feed self E.g Growth food/ body 3. Tell children to bring family
building- protein e.g. fish, 5. Posters of adequate food childhood illness.
3. observe and identify signs 4. exhibit good snacks to the centre/ and in a group.
and symptoms of beans, egg, milk, items. 4. Good eating habits
eating school. Supervise group 4. Practice Good
malnutrition. groundnuts etc. 6. Posters of malnourished/ Practiced.
habits. eating.
Carbohydrates/ Energy food eating Habits Healthy children.
4. recognise the importance 4. Prepare food for
of preparing and serving carbohydrates Yam children under hygienic 7. Soap Caregiver
meals under hygienic cocoyam, cassava, rice, fat conditions. 8. Water 1. Nutriionally adequate
conditions. and oil etc. 5. Display posters 9. Basin meals for different ages
5. identify the need for Protective foods- vitamin showing various cases 10. Towel provided
snacks and minerals: vegetable of malnourished and 11. Cutlery 2. Reduced incidence of
and healthy food at the and Fruits well-nourished children. 12. Cups food related diseases.
centre. 5. Harmful substances e.g. 6. Give food in 13. Stoves 3. Good eating habits
6. avoid gender preference excessive intake of sugar manageable portions 14. Kerosene Maintained
in food. and candies. 7. Introduce one food at 15. Firewood
6. Adequate Diet
a time to children.
Materials
distribution. 7. Nutrition deficient

diseases/ food related
7. Identify imortance of
disorders
adequate feeding to
Health. a) Night blindness
b) Kwashiorkor
c) marasrs
d) rickets
e) dental carries
f) obesity
8. Food hygiene and
Safety.
4. Food Should be able to: 1. Common feeding 1. Identify food taboos Television and Radio Caregiver/
1. identify harmful food & harmful feeding programmes
Taboos/ practices that are 1. Knowledge of
taboos and practices within practices. advocating
harmful the community. harmful to the child 2. Discuss reason why harmful food taboos and
feeding 2. List the effects of harmful against harmful food their effects expressed.
a) Food taboos mother should not practices against
Practices. feeding practice related to 2. Good feeding
b) giving less discard the first children.
children (e.g. not giving
proteinous yellowish breast milk practices identified
meat/ egg to children).
foods e.g. meat, eggs (colostrum)
etc. 3. Discuss the effects of
3. Identify the danger of
2. Effects of foods some harmful
giving pre-lacteals and
taboos traditional food
administration of local
concoction to children. on the child taboos.
3. Effects of harmful 4. Discourage the giving
feeding practices on of pre-lacteals and
the administration of
child. local concoction to
children.
5. Feeding Should be able to Should be able to: 1. Types of food 1. Give small portion of 1. Accept ORT/SS . Different food items, Child
1. identify different 1. say when related illnesses. food at a time. 1. Eats during illness
During Illness solution. . Plates
childhood feeding he/she is 2. Feeding in relation 2. Gives food frequently. 2. Recovered
illnesses. ill. to food to illnesses. 2. Accept Food. . Cups
3. Give more liquid food.
2. identify problems 2. Continue to 3. preparation of ORT . Spoons etc.
4. Give a variety of Caregiver
associated with feeding accept solution. . ORT/SS solution
sick child. breastfeeding/ foods acceptable to the 1. Knowledge of
child. . Bottles childhood diseases and
3. identify the importance feeding
of liquid foods to a sick child. During illness. 5. Prepare and administer ORT/SS their prevention
4. recognize the importance 3. ask for what ORT/SS solution. . Sugar 2. ORT/SS solution
of ORT solution for the sick she/he . Salt prepared and
Child. lkes to eat. 6. Maintain hygienic . Water administered
5. prepare ORT/SSS solution 4. accept ORT conditions when 3. Child identified
for the sick child where need solution
feeding the sick child. 4. Clean cooking
be. when ill.
materials used.
Should be able to: Should be able to: 1. Childhood diseases: 1. Discuss childhood 1. Tell when not Poster/ pictures/ Charts Child
1. Childhood
. Measles diseases with primary feeling well evaluation Guide
Diseases, health care staff showing
1. recognize and state . Polio 2. Tell when 2. fully immunized
1. Show signs of 2. Watch films and signs of childhood
Ailment and different childhood good health . Diphtheria feeling
diseases affected 3. alert with glowing skin
illness . Pertusis well diseases and
Prevention 2. report when not Children. and bright eyes
2. mention their (whooping cough) 3. Continue to eat healthy children
symptoms feeling well. 4. physically active
. Tetanus 3. Prepare ORT/SS even . Television clip
and preventive measures. 5. eat well
3. avoid unhealthy . Tuberculosis solution and 4. Accept . Video player and
3. refer sick children to . Diarrhoea administer when treatment
Environment tapes
appropiciate health necessary 5. Keep away Parent/Caregiver
4. accept ORT/ . Malaria . Radio jingles
facility. 4. Observe children for from 1. Knowledge about
Medication . Yellow fever
4. prepare and administer signs nd symptoms of unhealthy . Clean water common childhood
. Cerebrospinal
ORT/SS solution diseases environment . Bottles
meningitis (CSM) diseases and their
5. manage common 5. Discuss the
. Hepatitis B . Container prevention
childhood illness management of
. Convulsion diseases with PHC staff . Towel 2. preparation and
6. ensure that the
environment is clean and . Coughs 6. Refer children for administration of ORT/
. Toilet Soap
. Colds treatment when SS solution prepared
safe . Basin
. Worm infestations necessary and administered
7. provide adequate
. Acute respiratory 7. Discuss preventive . Cups
feeding 3. common childhood
infection etc measures with PHC
for sick children . Salt diseases managed
staff
8. control of the spread of . Eye diseases . Sugar
8. prepare an offer 4. Referral of sick child
communicable diseases. . Skin diseases complementary foods to . Spoon to health facilities
. Neonatal jaundice sick children
. Medicated soap 5. Clean and safe
. HIV/AIDS 9. Advice parents to
Environment.
. Sickle cell keep sick children at . Disinfectant
anaemia home Treated mosquito nets
. Typhoid fever 10. Report first Aid/ . Clinical
2. signs/symptoms of treatment administered Thermometer
to parents of sick child
childhood diseases.
3. preventive measures
. Immunization
. Cleanliness
. Lives in well
ventilated house
. ORT/SS solution
. Use of insecticide
treated nets
. Periodic medical
Topic Performance Objectives Content Activities Caring /Learning Evaluation Guide

check- up
. De- worming
4. Health facilities
. Sick bay
. Primary
. Health Care
centre
(PHC).
. Dispensaries
. Hospitals etc.
Should be able to: Should be able to: 1. Vaccines 1. Visit PHC centres to Pictures/ photographs/ 1. healthy
2. . OPV observe
1. mention types of Accept postals charts showing the 2. immunization
Immunization 1. accept immunization
immunization (Vaccines) . BCG Completed.
immunization Immunization various vaccines, and the
. DPT 1 & 2 & 3 exercise.
2. ensure completion of officers/ consequences of failure to Parents/Care
. Measles 2. Participate in
Child's immunization and giver
vaccines vaccine National immunization complete immunization.
Vit. . Knowledge of
. Hepatitis B Days and Sub National
A supplement different types of
2. Food Immunization Days
Supplements 3. keep records of vaccines/
immunization for the immunization
child. . Records of
. complete of
immunization
schedules shown.
Should be able to: Should be able to: 1. Drug abuse 1. Keep all drugs away 1. Use drug when 1. Charts and postals. . Drug used only when
3. Drug Use
1. always make referral when 1. accept and use 2. Forms of drug given
from the reach of the 2. Newspaper cutting administered.
and Abuse (1) the child is sick. prescribed Drug. abuse children. Parents/Caregiver
2. advice the parents on 3. Effects of drug
danger of administering 2. Discuss drug abuse
2. avoid self abuse
drugs not prescribed by with parents and . drug usage
medication 4. Preventions.
Medical doctor. children. compliance
3. prevent the child against
3. recite poeems and . Parents/caregiver
self medication
4. discuss drug abuse and its tell stories on drug informed
effects Abuse.
5. refrain from indiscriminate
use of

Should be able to: Usage of Generic drug 1. Discuss the use of Posters/ photographs of Parents/Caregiver
3. Drug Use
1. identify generic drugs e.g.
(a) Anti-malaria drugs with PHC staff drugs, its abuse and
and Abuse (II) Anti-malaria, analgesics anti-
pyreticsand anti-helminthes . Chloroquine 2. Discuss the consequences of drug . Generic drugs
and use them correctly. management of and Abuse. identified and
. Nivaquine
2. use identified generic drug appropriate use of correctly
correctly. . Malarex
drugs. administered.
3. avoid the indiscriminate (b) Anagelsics
use of drug on children. 3. Discuss what
4. Manage common Children . Paracetamol syrup comprises drug abuse
illnesses. . Novalgin 4. safe use of drugs
(c ) Antipyretics
. Paracetamol
. Phenegan
(d) Antihelminthes
4. Personal Should be able to: Should be able to: 1. Parts of the body 1. Guide the child to 1. Name and touch . Water Child
1. Identify some parts a. Head . Sponge 1. name some parts of
Hygiene 1: 1. care for the different parts identify parts of his/her the parts of the body
of the bodys . Basin the body
(Care of the of the body b. Eyes body e.g. head, nose, eyes . Towel
2. name some part of 2. clean body.
body) 2. use available cleansing c. Mouth 2. Observe proper etc. . Soap
the body
materials appropriately and d. Ears cleaning methods for 2. Recite rhymes and . Pictures/charts
3 keep all parts of the
regularly e. Hands new born and young sing songs e.g. my . /posters highlighting Parents/Caregiver
body clean body parts, care of the1. Knowledgeable about
3. attend baby care training 4. recite rhymes and f. Teeth child head, my shoulder, body proper care of new born
sessions whenever sing songs relevant to g. Legs 3. Collect various my knees, my toe etc. . Dolls and young chilren
available personal Hygiene. h. Skin cleaning materials, 3. Clean the body . Comb 2. proper care of the
4. Discuss consequences of i. Armpit 4. Clean the child 4. Sing and act rhyme . Lotion
different parts of the
j. Anus . Powder
neglecting care of the body regularly and to demonstrate new born and young
k. Genitals etc . Oil
5. bath the child regularly frequently Cleaning methods . Cotton wool/ gauze child practised
2. Use of various e.g. This is the way 3. Use of appropriate
6. discuss oral hygiene 5. Observe adequate . Body cream
cleaning materials I brush my teeth…… . Petroleum jelly cleaning materials for
7. demonstrate proper care while cleaning
3. Oral hygiene (correct . Tooth paste containingvarious parts of the body
cleaning/ brushing of teeth different parts of the
technique of brushing fluoride practised
and other parts of the body the Teeth.) body . Tooth brush, chewing4. Knowledgeable about
8. Identify rhymes and song 6. Demonstrate oral stick
oral hygiene.
relevant to personal Hygiene hygiene . Glycerine
. Cotton bud
7. Check fingers, toes
. Tissue paper
and nails . First Aid box
8. Give frequent and . Ash
regular bath. . Charcoal
. Models of teeth
5. Personal Should be able to: Should be able to: 1. Appropriate toilet 1. Discuss proper toilet 1. Use toilet . Potty Child
1. Provide appropriate 1. Identify the facilities habits . Soap 1. Request for
Hygiene II: proper place for properly
toilet facilities a. Napkins (disposable 2. Provide toilet . Napkins assistance for
toileting (potty). 2. Practice
Toilet Habits 2. describe good toilet habits and washable) facilities good toilet. . Toilets toileting and
b. Potty 3. Demonstrate proper
3. give children proper toilet 2. say when there habits. . Basins cleaning up
c. Pit Latrine use of toilet
training is need to go to . Water 2. proper use of toilet
d. Water system facilities
4. avoid child abuse while toilet. . Buckets facilities maintained
2. Toilet habits 4. Clean the child after
toilet training the use of toileting . Toilets roll 3. proper toilet habits
3. urinate or pass a. changing of napkins
5. recognise signs/ signal 5. Dispose off faeces . Towel Practised
stool in the proper b. Disposal of
when a child needs to use 6. Changing of napkins . Training pants
place e.g. potty or disposal Napkins
the toilet. c. washing of napkins when necessary . Kettle Parent/Caregiver
specified area.
d. Disposal of waste 7. Avoid child abuse . Disinfectant 1. Knowledgeable about
4. clean up after materials during toilet training . Nappies/ Pampas good toilets habits
the use of toilet. 3. Toilet training 8. Assist the child in
2. Children are toilet
4. Cleaning up after the cleaning up after the
trained.
5. wash hands use of the toilet use of toilet
after the use 9. stimulate good toilet
5. Washing hands after
of toilet. habits
the use of toilet
10. provision of toilet
6. prepare sitting
facilities.
position when using the
Toilet.
6. Orphans Should be able to: Psychological diseases 1. Identify the . UNICEF brochures Child
and 1. recognize the needs of the related to OVC. psychological distress . International standards
2. Social implications (fear conditions of OVC (UNWorld Fit for . OVC supported and
Vulnerable orphans and vulnerable
withdrawal, isolation by 2. Discuss implication Children) made happy
Children children
discrimination etc of psychological . A national framework
2. Take care of the needs of distress conditions of for
3. Needs of orphans and Caregiver
the orphans and OVC programming on OVC
vulnerable children
vulnerable children 3. Strengthen the
. Supportive . Guildness on care and Responded positively to
including protection and care
environment support for orphans and all national and
. Providing appropriate within the extended
. Asses to shelter vulnerable children.
families and international support
counseling and psycho- . Good nutrition
communities of the Activities.
social support. . Access to education
children
3. Provide materials for the . Services on an equal 4. Raise awareness in
OVC basis with other communities to create
children an enabling
Topic Performance Objectives Content Activities Caring Evaluation
Parent/Caregiver Child Parent/Caregiver Child /Learning Guide
materials
environment for the children
5. Strengthen the coping capacities of

families and communities.
6. Support sustainable
communication initiatives to reduce
stigma and discrimination.
7. Support the government’s policies

protects the most vulnerable children
8. Facilities the involvement of

global community/ donor agencies
9. Support institutional Care.
Theme: Water and Environment Sanitation 0 – 3 Years.
Should be able to: Should be able to: 1. Sources of water 1. Attend training 1. Use safe water . Water Child
1. Sources 1. State sources of safe 1. identify clean . Well 2. Talk about the 1. Use safe water
and uses of water. session on the sources, . Basin
water
safe water. . Stream sources and uses of 2. knowledgeable about
2. mention uses of water 2. make use of safe Uses and purification . Cups
3. demonstrate methods of . Pipe borne safe water sources and uses safe
water of water . Containers
purification and storage of . Spring 3. Play with safe water play with safe
3. mention uses of 2. Demonstrate . Filters
water. . Rain water under
water water.
4. list water borne diseases . Bore hole etc purification of water Supervision. . Charts
and their prevention 4. name sources of
2. Uses of water 3. Stimulate children . Posters
5. provide safe water Water. Parents/Caregiver
. Drinking about the sources, uses . Pictures books
1. safe water provided
. Washing of safe water . Plastics taps
properly stored water
. Cooking 4. Show pictures of . Firewood
2. safe water stored
. Medication . Kerosine
victims of water borne 3. measures against
3. methods of purification
diseases . Stove water
. Boiling and filtering
. Aprons borne diseases taken.
. Chlorination
. Alum
. Storage with cover
. Distillation add alum . Chlorine
4. Water borne diseases . Drawer
. Dysentery . White cloth
. Diarrhoea . Funnel etc
. Typhoid
. Cholera
. Guinea worm
. Skin diseases
. Schistosomiasis
. Worm infection
5. Prevention of water
borne Diseases
. Purification of water
2. Links Should be able to: Should be able to: 1. Excreta related 1. Role play 1. participate . Charts/Posters Child
1. recognize toilet, in toilet . Water
Between 1. mention symptoms of diseases 2. Story telling 1. illness reported
Sanitation dust . Diarrhoea 3. Demonstrate of hand training . Container with tap 2. Hygiene habits
faecal related diseases 2. Inform
and bins and their uses . Cholera washing . Soaps Practiced.
2. identify faecal parents
Diseases 2. learn to use toilet . Dysentery 4. sterilise feeding . Sponge
Transmission routes when ill. Caregiver
. Worm infection utensils . Plates with cover
and refuse disposal 1. Awareness and early
3. list ways of breaking facilities Properly. . Food stuff
. Infective hepatitis 5. Encourage child to recognition of
2. Faeco- Oral report illness promptly
symptoms
transmission routes 6. Observe symptoms of
. Fingers/Toes faecal related diseases
. Toys in the child
Topic Performance Objectives Content Activities Caring Evaluation Guide
Parent/Caregiver Child Parent/Caregiver Child /Learning
materials
transmission routes 3. recognize and . Fruits . Towels related diseases
4. mention transmission report . Fields . Wash hand basin with. Knowledge of ways of
agents e.g. flies, rodents. when ill . Flies stand breaking transmission
5.encourage child to 4. wash hands . Fluids
observe before . Cooking stove . Reduced incidence of
. Shoes
hygiene habits e.g. and after meals. . Pots faeco-oral transmitted
3. symptoms of faecal
washing related diseases e.g. . Spoons diseases
of hands before and after vomitting, frequent,
Meals. stooling, fever, body
weakness, etc.
4. Primary/ Secondary
barriers:
. Toilet facilities
. Hand washing
. Personal hygiene
. Environment hygiene
. Water
3. Toilet Should be able to: Should e able to: 1. Appropriate toilet 1. Discuss good toilet 1. Use toilet . Potty Child
1. teach and ensure good By 24 months facilities habits . Soap 1. Appropriate use of
Practice facilities properly
toilet habits 1. toilet in the proper . Napkins 2. Provide toilet
2. Practice good . Nappies toilet facility
2. Encourage the child to use place facilities
. Potty toilet . Toilet 2. Good toilet habits
specified facilities for 2. attempt to clean up 3. Demonstrate good
. Pit latrine Habits. . Water displayed
self after toileting use of toilet
toileting . VIP latrine
3. wash his/her hands facilities . Basins . Assistance for
3. assist the child in . Water closet
after toieting 4. Clean the child after . Hand towel toileting and cleanng up
cleaning up after toileting . Samplat latrine
4. indicate toilet toileting
4. display friendly approach . Toilet roll sought
needs. 2. Toilet habit 5. Dispose of faeces
while toilet training. . Detergent
. Changing nappies safely
. Disinfectant Caregiver
. Disposal or Washing of 6. Demonstrate of
. Kettle 1. Knowledge of good
nappies changing of nappies
7. Display friendliness toilet habits
. Disposal of faeces
. Toilet training during toilet training 2. Good toilet habits
. Cleaning up after 8. Assist child's encouraged
toileting toileting efforts. 3. Friendly approach
Displayed.
5. Recognize and meet . Washing hands after 9. Clean the toilet.
child's
toileting with water and
toilet Needs soap
4. Should be able to: Should be able to: 1. Types of pests and 1. Display pictures and 1. Recognize . Pictures Child
Community . Identify harmful pests and . Recognize harmful reptiles: flies, rat, charts of different harmful pests and . Spray gun . Recognize harmful
Hygiene reptiles harmful
ants, mosquito, insect and reptiles for reptiles . Insecticides pests and reptiles
Harmful pest . Control the breeding of pests and reptiles
cockroaches, lizards, children to identify 2. Keep away from . Soap . Keep away from
and reptiles. harmful pests and . Avoid playing
snakes, weevils etc. 2. Observe safety harmful . Water
2. Where pests and measures . Broom
reptiles are found . Keep the
environment clean
reptiles With harmful . Dirty environment e.g . Plant insects pests and . Dust pans . Harmful pests and
. Prevent the entry of pests and
toilets repelling trees and reptiles . Dust bins Reptiles
harmful pests and reptiles Reptiles
. Bushy environment shrubs . Hand towels Caregiver
into homes by wireneting
of doors and windows . Holes in walls . Remove broken . Hoes 1. Knowledge of
. Stagnant water bottles, pots and . Cutlass harmful pests and
. Dark places empty tins . Rakes reptiles
. Refuse dump 3. Carry out control . Wire nets 2. Practice pests control
3. Control measures measures like . ITN Measures.
. Clear bushes and . Use of
dispose refuse . Insecticides
properly . Blocking of holes
. Block holes . Spraying stagnant
. No stagnant water in water with kerosene
the surrounding . Sweeping
. Clean environment . Cleaning out
. Use of pesticides cupboards and
Net windows and doors wardropes regularly
and use ITN (insect . Screening of windows
treated nets) and doors with nets
5 Should be able to: Should be able to: Types of social 1. Use broom, duster, 1. Participate in . Dustbin Child
soap, and water to keep . Soap 1. Aware of clean
Community 1. provide a clean . Recognise his/her responsibilities: keeping the
the environment clean . Water environment
Hygiene: environment immediate . Removal of refuse and2. Demonstrate how to surroundings . Broom 2. Centre and the home
2. encourage the children to environment clean. . Dust pan kept clean
its proper disposal sweep, dust, wash
2. Role play . Hand Towel 3. Personal belongings
Social duties keep the environment clean . Keep the . Protection of children small items at home simple . Duster taken care of
3. demonstrate simple surrounding clean from harm/danger and school e.g. socks, household
pants, handkechief etc . Basin
household chores with supervision Chores. Caregiver
. Household chores . Rakes
4. provide appropriate waste . Role play simple 3. Stimulate children to
4. Cleanliness at home put things in place after . Wheel barrow 1. Kept environment
disposal faciities household chores . Napkins clean
and at school use e.g. toys, plates, 2. Serve as a good role
5. dispose of refuse . Dispose of refuse . Toys
5. Refuse disposal cups, etc. model in keeping
. Covered waste
Property. and waste in the 4. Provide dustbins and environment clean
methods . Paper basket
proper place. compost Pit . Spade 3. Knowledge of disposal
. Shovels methods displayed.
. Buckets
. Safe Disinfectant
Theme: Safety Measures 0 – 3 Years.
materials
1. Accidents Should be able to: Should be able to: 1. Safe environment 1. Describe safe environment to 1. Keep within 1. Dangerous objects: Child
and their 1. make the environment By 24 months 2. Dangerous objects safe environment . Blades 1. Safe environment
children
safe 1. recognize safe 3. Dangerous actions 2. Avoid identified
Prevention 2. Show child some dangerous objects . Knives
environment 4. Lists of some safety dangerous 2. Dangerous objects
2. identify and remove Such as: blades, knives, . Pins
2. recognize or objects, and and actions avoided
dangerous objects dangerous needles, sharp edges, medicines, fire,situation. . Needles
accident prevention 3. Ability to role-play
3. identify dangerous objects measures such as fire matches, hot liquid, cellophane bags 3.
etcRole-play some . Kerosene etc some safety and
actions dangerous actions 2. Fire extinguisher accident prevention
3. identify dangerous drill
4. explain how these and situation
objects, actions and proper crossing of 3. Tell child about some . Sand measures
actions roads
situations dangerous actions and 4. Role-play some . Bucket of water
cause accidents among 4. keep away from etc. safety and Caregiver
situation that can cause . Blankets
children dangerous objects accident
3. Posters, Charts, 1. Safe environment
5. Simulate safety or accidents playing with measures
5. Demonstrate some newspaper cuttings, maintained
accident safety or accident dangerous objects, 2. Child kept away
Picture
prevention measures prevention measures swallowing pins, and on dangerous objects.from
putting seeds and bead dangerous objects
into ear-hole and nostrils 3. Dangerous actions
and situations
Prevented.
4. Take children
through some safety
and accident prevention
measures: e.g. Tell
child not to cross road
alone, not to follow
strangers, etc
2. First Aid Should be able to: Should be able to: 1. First Aid for 1. Get First Aid box for By 36 months: . First Aid box Child
1. name the 1. identify a First containing 1. First Aid Box
1. provide First Aid to i. cuts the home or centre
contents in Aid identified
ii. Wounds 2. Take child through a) plaster
children 2. Some contents in a
2. show children a First a First Aid box iii. Fever use of the contents in box b) bandage First Aid Box named
Aid 2. tell situations iv. Minor burns a First Aid Box 2. Name some c) cotton wool
box and name the contents of a d) scissors Caregiver
requiring First Aid v. poison 3. Tell child about
contents First e) methyl-lated 1. Knowledge of First
3. call caregivers vi. Choking minor ailments Aid
and tell them the uses Aid box spirit
attention when First vii. Snake bite requiring first Aid
f) iodine box and contents
3. Demonstrate first aid viii. Nose bleeding 4. Demonstrate First Aid 2. Ability to apply First
Aid is required. g) disinfectant
techniques ix. Simple fractures techniques Aid appropriately
. Soap
4. show children how to x. insect bites
use . Water
the content in a First Aid . Hand towel
box . Sponge
. Charts & poster
3. Coping Should be able to: Should be able to: Emergency situations 1. Talk to children 1. Role play how to . Pictures Caregiver
with 1. Show understanding of 1. Emergency situation
By 24 months a) accidents about emergencies and cope in emergencies . Posters
emergency and explained correctly to
Emergencies b) fire outbreaks 2. Talk about . Story books
Emergency situation 1. Recognize how to cope
emergency child
2. Get children to role emergency
situation 2. Coping in
c) collapsed buildings play how to cope in emergencies explained
2. exhibit correct
d) floods situation to their
emergencies
behaviour during mates and other
e) Conflicts/wars 3. Tell stories of emergency 3. Correct
2. explain emergency emergencies People. behaviour
Situations to child. f) bomb blast
situations to 3. Listen to and obey during emergencies
Children, using instructions during Displayed.
3. demonstrate how to cope
folktales and songs Emergency.
in emergency situation to
child 4. Show pictures of
emergencies
4. show child correct
situation to children,
behaviours in emergencies.
and how to cope.
Theme: Protection Issues 0 – 3 Years
1. Birth Should be able to: Should be able to 1. Child Rights e.g. a. Register the child at 1. Answer to his/her . Posters/charts/books on Child
1. ensure that every rights to name birth registration 1. Knowledge of names
Registration By 24 months birth or at any other
child is a name, right to . Books/Posters on rights 2. knowledge of father's
1. tell his/her time 2. Tell his/her family
birth of child. mother's name
given a name name registration and right b. Obtain the Birth name
2. ensure that the child 2. identify his/her to Certificate of the child Parent/Caregiver
is
family name National identity and keep safe 1. Knowledge of the
registered at birth 3. say his/her 2. Importance of c. Discuss the right the child to a name
3. ensure that issued fathers/ Birth
birth advantages of birth family and nationality
certificate is properly mothers Names Registration. registration 2. Knowledge of birth
kept. d. Discuss the registration
3. Registration of
disadvantages of not
children and collection
registering a child
of birth certificates.
e. Assist in birth
registration of children
in especially difficult
circumstances (CEDC)
2. Child Should be able to: Should be able to; 1. Rigts of the child 1. Prevent child abuse 1. Interact freely with . Posters/Charts on Child
2. Child abuse practices child abuse
Abuse 1. Free interaction
1. identify practices that1. interact freely e.g. child trafficking, childpractices other children
. Newspaper cutting on
violates the right of thewith other children labour, harmful 2. Incidents of abuse
2. Take appropriate 2. Report incident of child abuse
child traditional practices, etc Reported
action when abuse Abuse.
3. Forms of child abuse e.g
2. Report incidents of occurs
2. list various forms of child . Child labour Parents/Caregivers
abuse abuse to peers and . Begging 3. Discourage 1. Knowledge of rights
older people. . Hawking
3. discourage practices that . Sexual exploitation stigmatization and of child
lead to child abuse . Emotional abuse discrimination 2. Knowledge of
. Battering practices that
4. encourage child to . Neglect
constitute child abuse
interact freely with the . Starving (In terms of
physically challenged care, good nutrition and 3. Ability to identify the
orphaned and vulnerable medical attention) form of abuse on child
children (OVC) 4. Harmful effects of 4. Knowledge of how to
stigmatization e.g.
protect the children
Corporal punishment e.g
beating/battering, severe from practices that
sparking with the palms constitute child abuse.
e.g. ear slaps, knock on
the heads etc, fowl
abusive languages e.g.
cursing
word set.
4. Harmful effects of
stigmatization e.g.
loss of sell confidence,
fear etc.
3. Child Right/ Should be able to: Should be able to: 1. Child Rights to: 1. Create awareness on 1. Listen to and . Posters/charts/books Child
1. identify the rights of the By 24 months a. survival child rights by on
Responsbilit obey simple . Simple instructions
child to b. development sensitizing parents and rights of the child and
ies listen to and obey instruction by obeyed
. Survival other community violation of these
Parents/Caregivers and c. protection Parents and
. Development members rights . Free interaction with
others in the d. participation 2. Observe child rights caregivers
. Protection . CEDAW document others
Community. 2. Harmful practices in child. Management
. Participation 2. Participate in . Free expression of
2. State the effects of affecting children e.g. (e.g. Adequate meals)
events opinions
denial tribal marks, food taboos3. give quality meal to
the children. 3. Express his/her
of parental care, love female genital cutting etc.
affection, proper up choice in any Parent/Caregiver
3. Parental care and
bringing and protection on responsibilities Situation. 1. Knowledge of child
the child. 4. Effects of denial of rights and CEDAW
parental care to child 2. Child rights under
5. Responsibilities of the stand
child 3. Harmful practices
elimiated
4. Clean, safe and child
friendly environment
Maintained.
4. Harmful Should be able to: Should be able to: Harmful Traditional Show examples of By 36 months Charts/posters on Child
1. identify harmful traditional By 36 months. Practices e.g. harmful traditional give example of harmful
Traditional Examples of HTP
practices Beware of harmful . Female genital cuttingspractices to child. harmful traditional traditional Practices.
Practices 2. advocate for eradication of mentioned
Practices. . Tribal marks Practices.
(HTP) all forms of harmful practice
3. mention alternative . Tattooing
Parents/Caregiver
healthy practices. . Non-feeding of colostrum
1. Knowledge of
to babies
. Forced feeding harmful traditional
. Early and forced marriage practices
etc. 2. Knowledge of harmful
traditional practices
Shared.
5. Care of Should be able to: Should be able to: 1. Rights of the child 1. Encourage the child 1. Take part in group a. Posters/Charts/Pictures, Child
1. define and identify special 1. Interact with other . Survival to use available work. on 1. Free interaction with
children with
needs . Development facilities in the 2. Use available . Rights of the child other children
Special Needs children
2. Identify ways of managing . Protection environment . Child with special needs 2. Cooperative attitude
2. support children facilities
child with special needs . Participation 2. Encourage child to Exhibited.
with special needs. 3. Mix freely.
3. protect and support child 2. Needs of special child- child interaction
requiring special attention children 3. Support child to cope Parents/Caregiver
4. Encourage 3. Care and support with challenging tasks 1. Knowledge of
Interaction with for and situations care and support for
special need child. children with special 4. Encourage special needs
5. discourage discrimination need participation in group Children.
and stigmatization. Including OVC. 2. Improve
activities
management
5. Obtain and display, of special needs
poster's pictures, and Children.
charts on the rights of
the child
6. Discuss the effects of
denial of care, love and
affection.
7. Discourage any form
of stigmatization and
discrimination.
NATIONAL EARLY CHILDHOOD CARE CURRICULUM FOR AGES 3 – 5 YEARS
Theme: Physical Development
1. Personal Should be able to: Should be able to 1. Information about 1. Study the healthy 1. State his/her name, 1. Birth Records Child
Data 1. obtain and keep healthy child, record of the child age, sex, school, 2. Centre/School health 1. give correct
1. give clear family. 2. Stimlate the child to
and personal data of the home address etc. records information about self,
information about 2. Child Healthy give information on self
child self 2. State names 3. Growth Chart parents and school.
2. teach child to know record and family
address and 4. Tape measure
relevant personal data of e.g. name, age, sex. 3. Child Assessment 3. Record personal data
occupation of parents
Record of child 5. Posters and Charts Parent/caregiver/teacher
self, parents etc. 2. Give informaton
4. Obtain and record the 3. Stand on the 6. Mirror 1. Give profile of the
3. stimuate the child to about parental
data weight and height of weighing scale 7. Height Chart and child, heath, family etc
give
the child 4. Stand by the weighing scale
information about self and 3. Information 2. Personal records of
about 5. keep the child'' height Chart. 8. Child's personal file.
family the child kept
Assessment record.
home/ school
Addresses.
2. Child Should be able to: Should be able to: 1. Stages of 1. Observe, monitor 1. Clapping and . Growth charts Child
Growth/Motor 1. Identify development 1. Perform physical Development and dancing . Poster/Charts 1. Participate in physical
Development activities like jumping, 2. Neuromuscular stimulate child at play . Mirror development activities
milestones 2. Reaching the ear
playing ball etc skills e.g and at work . Ball 2. maintain correct body
2. observe neuro across the head
2. Play with caregivers Climbing, dancing, 2. Demonstrate and . Merry go round
muscular 3. Balancing acts/ Posture
and other children. jumping encourage correct . Slide.
coordination 3. Correct postures game
body
3. demonstrate correct Parent/Caregiver/
for posture by children. 4. Throwing & catching
postures to children sitting, standing, Teacher
of ball
4. stimulate child to reading Child's motor
5. Rhyme games development promoted
partici-pate in physical etc.
activities
3. Child 1. ensure provision and 1. Interact with 1. School facilities and 1. Encourage interaction 1. Play in groups with . Musical instrumentChild
maintenance of facilities/ people with people and toys e.g. Counting toys . Songs/rhyme book 1. sociable, active
Interaction equipment
and materials within materials within child;s building toys, cooperative and
with the equipment for child's 2. Management of . Puzzles
his/her physical Environment. language toys. aware
interaction with increased mobility . Balls
Environment environment 2. Use relevant teaching of his environment
environment. 2. Play with the out
. Kipping rope 2. develop
3. Physical activities /learning materials door games
. Loop progressively
and toys to stimulate Equipment.
. Tunnel active, healthy and
child's physical
. Balance beam happy
Development. 3. acquire life coping
. Slide
Skills.
2. Ensure safety of the 2. avoid dangerous 4. Safety in the 3. Provide necessary 3. Engage in exercise . Merry go round Teacher/Caregiver
Environment. play in the environment activities e.g. singing, 1. manage identified
indoor and outdoor play . Crayons/paints
problems of physical
3. Stimulate child to Environment. equipment within safe dancing, games, . Scissors development of the
participate in exercise and 3. avoid dangerous environment and under throwing balls etc . Pencils child
other physical activities. Objects. supervision 4. Colour pictures . Papers 2. apprpriate use of
4. Supervise child's with crayons teaching/learning
4. Engage child in . Space fo rolling
interaction with 5. Trace and draw material
environment. various exercising . Running 3. indoor and outdoor
activities objects . Jumping activities
6. mold objects with 4. identify physical
5. Discuss with parents . Sand
clay and challenges of the child
if any physical . Water
plastercene 5. appropriate toys and
abnormality is observed . Clay/plastercene
7. Report to the other physical needs of
(e.g. Mobility problem) Radio the child provided.
teacher when
in addition advice
Injured.
parents to seek medical
help.
6. Encourage children to
sing and dance to music
Theme: Affective and Psycho-social Development
materials
1. Social and Should be able to: Should be able to: 1. Social, moral, cultural 1. Provide opportunities 1. Learn and practice • Song books Child
Moral 1. Identify acceptable cultural1. recognise the beliefs and values of the for the child to: local social habits e.g. • Toys 1. show respect for
Development beliefs of the family and cultural beliefs and family and community e.g. • listen and react to greetings, manners,. • Puzzles cultural beliefs, values
community values of family and greeting, helping, respect stories, song and dressing, eating, etc. • Radio and social institutions
2. encourage acceptance of community etc. rhymes 2. Talk and ask • Television 2. participate in cultural
cultural beliefs of the family 2. participate in • discuss the cultural/ question about social
2. Community stories of • Musical
moral beliefs and institutions 3. Talks and religious activities
and the community healthy competition reward system • Instruments 3. identify some social
3. organise healthy social institutions. about events in the
and acceptable 3. Play with peers and • Picture books
• organize social and community institutions within the
competitions among the cultural activities others in the community
cultural events • Discarded material
children 3. co-operate with 4. Dramatize social community
4. Social institutions e.g • engage in healthy • Clothes
4. Stimulate cooperative others in social/moral cultural events and 4. show interest in
• Naming ceremony competition • Shoes
among the children participate in healthy people and things in
activities • Kinship • attend religious and competition with peers • Walking stick
5. state acceptable behaviour4. exhibit appreciation • Chieftaincy the communty
cultural activities 5. Participate in • Jewellery
for the class on the community • Religious etc. 2. invite resource 5. willingness to
cultural and religious • Coat
6. stimulate children to values and reward 5. Peace Education person from the cooperate with others
activities • Handbag
participate in acceptable systems 6. Right, and community to talk to 6. Tell and listen to • Caps
cultural activities 5. express views on Responsibilities children on cutural stories, poems, and • Video Parents/Caregiver
7. reward good behaviours issues affecting him or beliefs and values
7. conflict resolution rhymes • Tape recorder 1. appreciate the child's
and discourage anti-social her 3. take children to visit
7. Sing song and dance • Cassettes social background
Behaviour. 6. freely express self community resource
to music 2. demonstrate respect
• Mirrors computer
through creative centres and
8. Share toys and other
activities e.g. Institutions. for child's cultural and
materials with peers.
Moulding social values
tracing, drawing etc. 3. clarify acceptable
community reward and
punishment system
4. provide availability of
opportunities for child
to Participate in social
activities
2. Emotional Should be able to: Should be able to: 1. Psychosocial values 1. Use stimulation, 1. Participates in • Clay/ Child
1. express self e.g. role-play, stories and creative activities plastercine
Development 1. encourage child to develop 1. Enjoy sharing thing
through expression of attitude, folklores, music and • Wooden
confidence in self and others;play, music and dance through moulding, 2. Listen to others and
love, appreciation, trust, dance to express blocks
2. facilitate child's various emotional drawing, building, be listened to
etc; care. • Lego
acquisition of arts and craft 2. share things with states e.g. happiness, cutting with scissors, • Punching 3. Enjoy other's company
2. Self expression
others through sadness, anger, fear tearing papers etc. bags
skills; 4. Has more confidence
3. develop more, self play, songs and dance, etc. 2. Listen to and tell • Paper
3. stimulate children to make 2. Take child to visit in self to deal with
confidence and show music, writing, drawing, stories • Crayons
friends irrespective of sex confidence in others; local artists and craft- • Pencils emotional situations.
moulding, drama etc. 3. Take turns
4. accept others men and ohers places • Story Parent/Caregiver/
3. Arts and crafts e.g. of interest 4. Play and share with
books Teacher
3. stimulate gender others
1. Sensitive, confident,
fair
and physical challenges; irrespective of sex moulding, drawing, fairness by using 5. Sing songs and • Poetry books firm with child.
4. respect the basic rights and
of challenges building with wooden Non-discriminating dance • Song books 2. Provide opportunities
the child and individual blocks or Lego, paper for acquisition of
Materials. 6. Take corrections • Picture books
Differences. cutting etc creative skills.
from peers and others. • Musical Instrument
4. Relationship with 3. Reward good
• Cards Behaviuor and discourage
people and objects
5. Individual • Soft toys anti- social
differences • Mobile toys behaviours.
and basic Rights. • Balls
• Plates
• Cups
• Chairs
• Tables
• Plastic containers
• Rattles
• Dolls
• Water
• Sand
• Bed/pillow
• Boxes
3. Gender Should be able to: Should be able to: 1. Teamwork skills e.g. 1. Group children of 1. Play and share Gender sensitive Child
1. assign duties equally to 1. associate freely Play, partnering, different sexes for • Story books 1. Enjoy other's company
Issues in with others
children irrespective of sexwith members of expression of 2. Listen to others and
Child Care activities like: irresponsibility of • Poetry books
2. give equal opportunitiestheir appreciation be listened to
• play sex • Musical Instrument 3. Share ideas and
to cohort 2. Drama
children to express • dance • toys materials without fear
2. appreciate one 3. Dance 2. Sing song and
themselves irrespective of • rhymes • plates or favour
another irrespective 4. Sorting dance together
sex • singing • cups 4. participate freely in
of sex 5. Rhymes/songs 3. Take correction different games
3. encourage teamwork 2. Show film of other • Radio
6. Selection of shapes from peers
between boys and girls 3. help one another children playing • Television
5. identify rights and
and 4. Accept Responsibilities.
4. apply necessary reward together • Video
colours
equally to children 3. Tell stories and ask Responsibilities. Building blocks.
7. Basic rights and Parent/Caregiver
children to identify 1. role play, story
responsibility
gender issues telling,
4. Guide children to rhymes etc used to
identify and accept encourage group
responsibility Participation
2. use of gender fair
materials among
Children.
4. Types of Should be able 1. keep evironment 1. Types of social 1. Guide child to Participate in • Dustbin Child
Responsibili 1. stimulate and keep
clean responsibilties keeping the home • Dustpan 1. keep the home and
ties encourage environment clean
2. take care of a) cleaning of the and centre • Broom centre environment
child to keep home and
personal home and to use dust bins environment clean clean
2. Demonstrate how • Napkins
centre clean and comunal and the centre by 2. Take care of personal
b) taking care of to • Rakes
2. maintain peace belongings • sweeping and communal
3. demonstrate simple3. take turns and be personal sweep, dust, wash • putting thing • cutlass and hoe
belongings
house orderly and and communal small items at home away • cabinet and cubicle 3. take turns to be
hold chores maintain belongings and centre after use • water orderly and independent
4. encourage leadership
peace 2. Orderliness 3. Engage child to • taking care of • basin 4. Maintain peace
role 4. assist in simple a) at home participate in simple personal and • toys 5. Assist in simple house
household chores b) at centre household chores communal • soap hold chores
5. engage in role c) in the community 4. Guide child to belongings 6. Demnstrate
• towel
play 3. maintaining peace take 2. taking turns, leadership straits
• Posters/Chart on
e.g. turns, be orderly being pollution
Non-violent and
orderly and • Home corner Parent/Caregiver
cooperation, maintain peace.
5. Involve children Maintaining peace 1. Appreciate the child's
dialogue and conflict 3.engage in role
in growing independence
resolution play and awareness of
role-play
4. Role play clean environment
2. Good role model for
keeping the
environment clean
3. Maintain peaceful and
clean environment
THEME: COGNITIVE DEVELOPMENT
1. Mental Should be able to: Should be able to: 1. Knowledge 1. Plain and carry 1. Explore. Observe.  Toys Child
Development 1. Encourage 1. Explore and of the out activities that Handle and manipulate  Paper 1. Explore, experiment and
exploration, experiment with environment. will encourage the objects in the  Old news paper interact within the
experimentation, living & non-living (living and non- child to explore and environment.  Calendars environment
manipulation and object in the living) experiment. 2. Draw objects and  Cup 2. Identify and classify living
interaction with the environment. 2. Problems 2.Organise visits, forms of representations  Postal/charts and non-living things
environment. 2. identify objects solving excursions, nature of objects.  Picture books 3. carry out simple calculations.
2. Provide and their uses in activities e.g. talk and walk and 3. make objects form  Slate Parent/caregiver/teacher
opportunities for the environment grouping, gardening clay/plastercine, play  Clay 1. Lively, resourceful related
problem solving 3.Sorts and classify sorting, . Interact with games e.g. hide and seek well with children.
 Sand and water
activities objects in the matching. people and react to 4. Imitate positive 2. Patient, kind but firm.
 Crayons
3. provide adequate environment 3. using object materials within the behaviour in the 3. Learning environment
 Pencils
resource material for and picture to environment environment structured.
 Chalk
mental stimulation solve simple 3. Engage in play 5. Engage in role play and
4. provide materials addition activities with the dramatic play.  Plastercine
for sorting exercise 4. Time, date child 6. Use objects and  Paint
5. recognize and seasons 4. Provide pictures to slove simple  Pair of scissors
individual difference opportunities for addition  Chalkboard
and challenges the child to express  Flash light
6. facilities himself and engage  Moveable alphabets and
identification in dramatic play. figures
number symbol 1-50 5. encourage the  Jig-saw puzzles
8. Facilities child to solve simple  Lego
exploration and problem  Building blocks
manipulation of 6. Encourage games  Matching cards and other
numbers. using different objects
objects.  Musical instrument
2. Language Should be able to: Should be able to: 1.Improvement 1. Initiate and 1. Talk about self, family, Pencils Child
Development 1. interact with child 1. communicate of verbal and participate in play people and events in the Musical instruments 1. Knowledge about the
read to teach fluently in the non-verbal activities with the community.  Poetry books environment
alphabet and language(s) of the communication children 2. Play group games and Games (words cards) 2. communicate meaningfully
numbers environment skills 2. Initiate musical instruments.  Song/rhyme books 3. Recognize letters of the
2. play with child 2. recognize, read a. Listening conversation 3. Tell and listen to  Story books alphabet and numbers (1-50)
teach child to play and write letter of b. Speaking 3. Display and talk stories.  Picture books 4. Discuss and ask questions
creatively. the alphabet and c. Reading about children’s 4. sing songs and recite  Charts 5. Read and write two and
3. lead child to numbers (in the d. Writing work and creativity rhymes  Posters three letter words
follow instructions. language of the 2. Greeting 4. use letters of 5. Use writing materials 6. Tell stories
 Movable Alphabet
immediate 3. Simple alphabet and e.g pencil, crayon, chalk Parent/Caregiver/Teacher
and numbers
4. teach greetings environment and instruction number figures to 6. Read short story books 1. Prepare child for primary
books/puzzles
and acceptable English) value. teach reading and 7. participate in school
 Writing books
behaviours to the 3. say greetings and writing conversation 2. Praise child’s effort
 Paper
child obey instructions. 5. Provide simple Great people and obey 3. Increase ability to form and
 Radio
5. teach them 4. listen to and tell instructions and instructions. make sentences by the child
reading behaviours. stories initiate new items  Tape recorder 4. Provide stimulating
6. tell stories and 6. organize visits,  Television environment for language
news excursions, nature  Chair development.
 Crayons
talk and walk  Slate etc.
7. speech defects
detached and
referred.
THEME: FOOD AND NUTRITION
1. Healthy Should be able to: Should be able to: 1. healthy foods 1. prepare tasty and 1. eat different kinds of  Cup Child
Foods 1. recognize the 1. feed self Basic functions for adequate diet food an fruit  Plates 1. eat adequately
importance of good 2. accept adult food in the body Give a variety of food 2. talk about foods  Food chart, posters of 2. eat food properly
food for health food 3. food groups e.g. in reasonable portions 3. draw and paint pictures food group, nature box 3. Request for different
2. state basic food 3. eat healthy a. body building food at every meal of food groups  Pictures of healthy and foods
groups and their foods e.g. meat, fish, 3. encourage the child 4. eat in society acceptable malnourished child 4. eat healthy food
function in the body 4. eat in society beans, soups, egg, to accept adult foods manner  Food items e.g. yams, Show good physical growth
3. prepare adequate acceptable milk, crayfish, 4. share food with the garri, meat, fish, vegetable and development
diet for children manner groundnut etc. child fruit etc.
4. discuss and b. energy giving 5. provide children  Cooking utensils, pan, Parent/caregiver/teacher
demonstrate proper foods e.g. yams, with foods pot, spoon, stove, firewood 1. prepare different types
food selection that cocoyam, maize, 6. show pictures of  Water of food for proper growth
would meet cassava, potato, well-nourished and  Towel and development
nutritional need of corn, rice, palm oil, malnourish children  Paper 2. Recognize food
the child millet’s. Body 7. display various deficiency
 Crayon
protective food e.g. foods within the disknowledgeable about
 Paint
vegetables and fruits, community signs and symptoms of
 Brushes
vegetables like okra, 8. display pictures of malnutrition.
 Easel
greens, (spinach), food groups
Pumpkin, fruits,  Clay
oranges, mangoes,  Songs, rhymes, stories,
banana, tangerines, games about food
carrot, palm oil etc.  Soap
4. selection  Basin
preparation and  pencils
storage and strange
of foods for children
2. Should be able to: Should be able to: 1. food hygiene 1. discuss selection of 1. keep kitchen clean with  pots Child
Food Hygiene 1. keep kitchen clean 1. wash your hand 2. kitchen hygiene food items everything in its place  plates Maintain clean food habit
with everything in its before eating 3. personal hygiene 2. serve food 2. wash food items before  cups
place 2. wash mouth and . well selected foods hygienically cooking  spoons Parent/caregiver/teacher
2. wash food items hands after eating . clean kitchen 3. store and preserve 3. attempting cleaning  broom 1. clean and orderly kitchen
before cooking 3. make attempts . clean utensils food properly table, plate or dish after  soap 2. Hygienic cooking, serving
3. prepare and serve at cleaning up the . clean surrounding 4. wash hands and eating  pictures of neat and dirty and preservation of foods.
meals under hygienic table of dishes. . well cooked food cooking utensils 4. cover your food surroundings Food prepared and served
condition Well-kept kitchen. 5. keep left over food 5. Wash fruit before eating  food items under hygienic conditions
4. Wash hands Provide waste covered 6. avoid unripe fruits.  waste baskets 3. safe disposal of refuse.
before and after baskets 6. warm left over food
 hand tels
handling food before serving
5. clean up after 7. wash hands
eating
(i.e tables, dishes and . clean fresh foods with lids after use of toilet or  wash hand basins
kitchen) 4. wash fruits before . dispose as often as handling of children’s  covered plastics for
6. prevent food eating possible faeces storage of water.
contamination 5. avoid unripe 5. food and water 8. Wash vegetables
through proper fruits. storage. before cutting.
storage and Cook foods using
preservation correct method.
7. dispose of refuse 9. wash fruit before
safely eating.
8. discourage children
from eating unripe
fruits.
3. Should be able to: Should be able to: 1. Good feeding 1. display of various 1. eat a variety of meals  Different food items Child
Adequate 1. discuss and 1. accept adult practices foods within the and healthy foods in a e.g. yams, garri, rice, 1. eat adult food
Diet. demonstrate proper foods 2. available food in community socially acceptable meat, fish, vegetables, 2. accept adequate food
food selection 3. familiar with the community 2. select food from manner fruits etc. 3. reduced incidence and
2. identify and foods in locality for 3. basic functions of various food groups 2. identify harmful  Simple cooking severity of common
discourage unhealthy adequate diet food 3. display of posters of foods and habits e.g. equipment and utensils childhood illness
foods and bad eating 4. take one meal at a. growth food (body food groups and sweets  Cardboards 4. appreciate foods available
habit seating habits school/Centre building) functions in child 3. wash hands before  Growth charts in the locality
3. observe and 5. identify harmful b. energy foods Centre/school and after meals  Posters of adequate 5. reject harmful foods and
identify sign and foods and habits e.g c. protective food 4. encourage children 4. Wash mouth after food items habit e.g. sweets
symptoms of sweets (look under healthy to bring snacks to the eating.  Pictures of
malnutrition foods for list of a, b, c) Centre/school to eat as malnourished and Parent/caregiver/teacher
4. identify and 4. Harmful substances a group healthy children 1. select and prepare
discourage local e.g. excessive intake 5. prepare adequate  Soap adequate food for different
taboos of sugars and candies, meal for children  Water ages
5. prepare and serve sweet. 6. display posters  Basin 2. unhealthy foods and bad
meals under hygienic 5. Centre feeding showing various causes eating habits identified and
 Towel
conditions 6. food related of malnourished discouraged
 Cutlery
6. provide snacks and disorder: children 3. knowledgeable about
 Cups
food at the Centre . night blindness 7. discuss food related signs and symptoms of
 Stoves
7. Avoid gender . kwashiorkor disorder with children malnutrition
preference in food . marasmus e.g. allergy, food  Kerosene
distribution. . rockets poisoning  Firewood
. dental caries 8. observe signs of  Napkin/hand towel
. obesity food related disorders  Vegetable garden
7. Food deficiency in children.
diseases such as
kwashiorkor,
marasmus, pellagra,
night blindness,
anemia etc.

8. local food taboos 9. discuss and treat
9. adequate food food related diseases
preparation e.g. kwashiorkor,
10. food hygiene marasmus, food allergy
and stomach problems
11. Family food 10. serve food in proper
distribution proportion
12. food supplement. 11. demonstrate good
eating habit
12. Establish gardens at
home and centers.
13. prepare just enough
food for the day
14. minimize frying of
foods to enhance
digestion
15. distribute food
appropriately.
4. food Should be able to: Should be able to: 1. common harmful 1. discuss the dangers 1. dramatize or role-  Charts/pictures/post Child
Taboos feeding practices e.g. of harmful feeding play some food taboo ers/films showing
1. identify harmful 1. describe some practices food taboos scenarios harmful feeding 1. food taboos and harmful
food taboos and harmful practices a. food taboos practices and effect practices rejected
practices a. eating from common 2. list some food taboo.  Television/radio
2. discuss some food b. eating from plate etc. programs/jingles
2. discourage harmful taboos common plate advocating against
food taboos within the 2. discuss feeding of the Parent/caregiver/teacher
harmful food practices.
community c. giving less child during and after
proteinous food e.g. 1. knowledgeable about of
illness harmful feeding practices
3. list the effects of meal, egg, etc.
harmful feeding 3. discuss with resource 2. knowledgeable about
practices related to d. feeding during and persons in the
after illnesses feeding during and after
children community about local illness
2. effect of harmful food taboos
4. discorage the giving 3. local food taboos broken.
of local concoction to feeding practices 4. create food taboo
children 3. local existing food scenarios for children
taboos. to dramatize or role
play.
5. feeding Should be able to: Should be able to: Feeding in relation to 1. Give small portion of Ask for water, or any  Different food items, Child
during 1. provide liquid food 1. accept food sickness and diseases. food at a time. desired food. plates, cups, spoons 1. eat during illness in order
illness to child. during illness. 2. Give food frequently. etc. to recover quickly
2.should feed the child 3. Give liquid food.  Pap, water, tea etc.
frequently in small 4. Give variety of food  Different foods – Apparent/caregiver/teacher
portion, acceptable to the child. pap, water, tea, bread, 1. appropriate foods
snacks etc. provided
 Fruits- apple, 2. prompt to deal with sick
orange, pawpaw etc. child’s needs for food
 Cooking utensils- 3. knowledgeable about
pot, plates, cups, feeding during and after
spoons etc. their illness.
 Cutleries- spoon,
fork etc.
6. Good Should be able to: Should be able to: 1. common feeding 1. display various food 1.demonstrate good  Pictures showing Child
and bad 1. identify and 1. say good feeding habits in the items feeding habits as well families at meal 1. good eating habit
feeding encourage good habits environment 2. show pictures of as bad feeding habits  Basin practiced
habits. feeding habits 2. say bad feeding 2. child feeding chart of different kinds 2. sing songs and recite  Water 2. fruits washed before
Identify some bad habits practices of food rhymes on bad feeding  Soap eatinh
feeding habits in the 3. list advantages of 3. personal hygiene 3. identify and discuss habits  Chart showing food 3. good feeding habits
locality good feeding habits with regards to various feeding habits 3. wash hands before group practiced
. washing of hands 4. list disadvantages feeding (good and bad) and after eating  Cutlery 4. bad feeding habits
before and after of bad feeding Simple rule to guide 4. discuss simple rules 4. wash fruits before avoided.
eating habits child eating habits eating
. forced feeding . washing of hands 5. eat only at meal Parent/caregiver/teacher
. eating between . food etiquette times 1. good feeding habits
meals 6. Eat just enough. exhibited.
. over feeding
. preference for meals
to be served up first
3. discuss and
encourage advantages
of good feeding habits
4. discuss the
disadvantages of bad
habits and discourage
them
5. avoid gender
preference in food
distribution.
7. Harmful Should be able to Should be able to 1. Local feeding 1. display various 1. Talk about harmful 1. various food stuff, Child
Feeding 1. Discourage the 1. Avoid taking practices e.g. foods in the foods. Tell stories of good and bad ones 1. recognize the
Practices taking of substances too much sugar. 2. Available foods in community victims of harmful 2. Picture of some importance of food
such as too much 2. Differentiate the community 2. display pictures of foods known to harmful practices health and the dangers of
sugar, sweets. between safe and 3. Harmful good and bad foods them. e.g. children eating bad fed recognized
2. Discourage the unsafe foods, by substances e.g. Discuss the 3.effect 2. identify safe and raw mangoes. 2. harmful foods rejected
giving of local sight and smell. excessive intake of of harmful feeding unsafe feeding 3. picture of child 3. safe and unsafe food
concoctions to 3. Identify some sugar, sweets practices practices being treated at by sight and smell
children. harmful habits in 4. Classes of food 3. discuss food 3. List the effect of hospital or clinic identified.
3. Discourage the the local . body building related disorders in harmful feeding 4. picture of children
eating of raw foods. community. .energy giving children e.g. too practices related to with various food
. protection giving much sweets, causes children. related problems
5. basic functions of running stomach e.g. Kwashiorkor
food in relation to 5. different cooking
health utensils
6. picture of a
children being forced
fed
8. food Should be able to Should be able to 1. types of 1.identify food 1.identify food  Different food Child
supplement 1. identify some 1. differentiate supplements supplement supplement supplement 1. food supplement
food supplements food supplements 2. importance of 2. give food 2. accept food  Picture of food identified
available for from other drugs supplements supplement supplement supplement 2. food supplement
different age group 2. identify where 3. functions of 3. visit 3. visit  Growth charts accepted
2. discuss what they supplements are supplements pharmaceutical pharmaceutical  Animal protein e.g Parent/caregiver/teacher
supplement sold. 4. sources of food stores. stores. eggs, fish, milk etc 1. knowledgeable about
3. identify where supplements e.g. food supplement
they are sold pharmacy. 2. food supplement given
4. provide 3. pharmaceutical stores
supplement. visited.
THEME: HEALTH
1. Childhood Should be able to Should be 1. Childhood 1. Discuss childhood 1. observe pictures of  Posters/photographs/charts Child
diseases, 1. identify common able to diseases diseases with PHC healthy and sick  Television 1. talk about various diseases
ailments diseases 1. show signs  Measles staff. children, and discuss  Video tape and their prevention
prevention 2. recognize signs of good health  Polio 2. show and watch differences  Sugar 2. show signs of good health
and symptoms of 2. report  Diphtheria films of sick 2. watch films and look  Salt e.g. healthy bright eyes
childhood diseases when ill.  Pertussis children/ healthy at pictures of children  Clean water 3. practice proper food
3. prepare (whooping children being immunized  Clean bottle brushing
ORT/solution and cough) 3. watch for signs 3. participate in story  Container 4. illness reported
administer when  Tuberculosis and symptoms of telling dramatize play,  Hand towel Caregiver/teacher
necessary  Yellow fever diseases and ailment singing etc. about 1. good knowledge of
 Soap
4. identify cases of  Cerebrospinal 4. examine child’s healthy children childhood diseases and their
 Basin
dental caries in meningitis (CSM) body on daily basis disease and their prevention
 Chewing stick tooth brush
children  Hepatitis B 5. discuss preventive prevention. 2. ability to prepare and
 Toothpaste with chloride
5. manage common  Diarrhea measures administer ORT when
childhood diseases 6. refer children for  Sponge. needed
 Convulsion
6. discourage self- treatment when 3. sick child referred to
 Coughs
medication. necessary. health Centre for treatment
 Worm
4. identify cases of caries and
infestation
refer to a dentist
 Respiratory
5. provide healthy
infection
environment.
 Tooth decay
 Anemia
 Sickle cell
diseases
 Skin and eye
disease
2. Preventive
measures
 Immunization
 Cleanliness
 Well-ventilated
houses
2. Emotional 7. refer sick child to . periodic 6. Demonstrate knowledge
development appropriate health medical/dental of home management of
Centre check-up childhood diseases.
8. discuss effects of . use of insecticide
environment on 3. Health facilities
health . sick bays
9. discuss dangers of . primary health
overcrowding care Centre (PHC)
. Dispensaries
. hospital
. dental clinics.
Performance Objectives Content Activities Caring /Learning Evaluation Guide
Topic Parent/Caregiver Child Parent/Caregiver Child materials
2. Should be able to: Should be able to 1. meaning of 1. find out if child has been fully 1. Participate in  Posters/photographs Child
Immuniz 1. ensure that child is 1. show signs of immunization as immunized storytelling, role charts 1. Healthy looking
ation immunized good health preventive measure 2. refer parents to PHC Centre for play, singing etc.  Newspaper cuttings. Caregiver/teacher
2. refer sick child to 2. report 2. benefits of immunization of child 2. mention some Knowledge of various
appropriate health illness/ailment immunization 3. discuss the benefits of benefits of diseases requiring
Centre. immunization immunization immunization.
3. Drug Should be able to Should be able to 1. definition and examples 1. invite a medical doctor to talk 1. report to an  Posters/photographs of Child
use and 1. say what drugs are 1. report of drugs on drug, drug use and drug abuse adult when not effect of drug abuse 1. talk about the effect
abuse. 2. Recognize that illness/ailment . drug use 2. refer child for medical help. feeling well of drug abuse.
drugs should only be 2. must not take . drug abuse 2. watch film and Caregiver/teacher
administered on drugs without . effect of drug abuse. look at pictures 1. knowledge of drugs
prescription by a supervision. of the effect of and drug abuse
medical doctors. drug abuse on 2. refer sick child to
3. accept that drugs children health Centre.
administered
without doctor’s
prescription is drug
abuse.
4. refer difficult
cases to appropriate
health Centre.
4. care of Should be able to Should be able to 1. parts of the body 1. demonstration to child proper 1. wash hands  Toys Child
the body 1. teach child how to 1. identify  Hair care of different parts of the and legs after  Dolls 1. wash own hand/self
care for different different parts of  Eyes body play  Soaps 2. seek help when
parts of the body the body  Ears 2. check different parts of child’s 2. brush teeth  Tooth needed
2. demonstrate 2. care for  Nose body regularly 3. role play care  Brush Parent/caregiver
proper caring of different parts of  Mouth 3. teach body parts to children of the body  Tooth paste 1.knowledge of proper
different parts of the the body  Teeth through 4. help younger  Basin care of the body
body  Hands  Games, songs, pictures, siblings to keep  Bucket 2. practice proper of
3. inform child about  Legs/feet drawings their bodies  Sponge primary teeth and
the dangers of eating  Skin etc.  Question and answer sessions clean.
 Body cream
others of the body
too much sweet 4. Supervise child’s use of cleaning 3. allow children
2. care of the body using  Oil
4. discuss independence in taking
various cleaning materials  Lotion
consequences of care of themselves
3. dangers of eating too  Powder
neglecting care of much sweet
the body  Towel
4. correct technique of
5. teach use of teeth/oral cleaning
proper cleaning 5. Ear cleaning using
materials appropriate cleaning
materials such as cotton
bud.
materials  Cotton wool glycerin
5. provide opportunities for  Water
children to engage in role play  Song books
using dolls and themselves.  Charts
 Posters
 Games
 Paper
Model of teeth
6. teach child to brush teeth and
rinse mouth after eating sweet
things, correct oral hygiene
procedure
Theme: Water and Environment Sanitation 3 – 5 years

1. sources and Should be able Should be able 1. sources of clean water 1. attend training session 1. talk about source  Water Child
uses of water to to a) Rain on the sources and uses and uses of water  Basin 1. safe water used
1. name sources 1. make use of b) Spring of water 2. collect safe  Cups 2. Sources and uses of water
of water clean water c) River 2. teach children about water for drinking  Charts listed
2. state uses of 2. mention d) Well the sources and uses of and washing  Posters
water sources of watere) Pipe borne safe water 3. water the garden  Picture books Parent/caregiver/teacher
3. provide safe 3. mention uses f) Bore hole 3. create opportunity to  Watering can 1. clean water provided
water of water 2. uses of water use water  Garden/flower bed 2. water properly stored
4. identify  Drinking  Aprons 3. child interaction with safe
sources of safe  Washing water
drinking water  Bathing
 Cooking
 Watering plant
2. safe water Should be able to Should be able to 1. characteristics of safe 1. Attend Training 1. Play with clean  Water Child
1. state the Say how water is water Sessions On Purification water.  Container 1. Safe clean water used
features of safe purified  Colorless And Storage Of Water 2. Collect clean  Alum 2. Play with clean water
water 
2. play with clean Odorless 2. Collect water from water into  Fire wood Parent/caregiver/Teacher
2. demonstrate water  Lack suspended materials various sources and container for use.  87Charts 1. Clean safe water provided.
methods of water Identify safe  Tasteless storage. 3. Drink clean safe Posters 2. Stored purified water.
purification water 2. method of water 3. Record water borne water  White cloth for filtering. 3. Knowledgeable of water
3. list water 4. use water to purification: diseases and methods of  Picture books. borne diseases and their
borne diseases wash/clean baby Boiling and filtering prevention.  Chlorine prevention.
4. explain was of doll or toys  4. Demonstrate methods 4. Preventive measures taken
Chlorination  Aprons etc.
preventing water  Sedimentation of purification and against diseases.
borne diseases  Adding alum etc. storage of water. 5. Child’s safe interaction with
3. storage of water 5. Display picture of water ensured
4. water borne diseases victim of water borne
and their prevention. diseases.
 Dysentery
 Typhoid fever
 Cholera
 Guinea worm
 diarrhea
3. Disposal of Should be able Should be able 1. waste disposal 1. Dispose off refuse and Put refuse in the  Water child
Refuse and to: to: 2. Types of waste disposal waste properly proper place e.g.  Soap 1. Knowledgeable about proper
Waste. 1. dispose off 1. dispose animal . solid 2. provide dustbin and covered dustbin  Broom disposal of waste.
animal waste waste properly. . liquid waste baskets incinerator  Dust pan 2. Clean environment
properly. 2. put refuse in 3. waste disposal facilities 3. keep the  Dust bin Maintained
2. dispose off proper place
Refuse properly 3. help keep 4. Waste disposal environment clean by  Sponge Parent/Caregiver/Teacher
3. keep the environment clean methods: disposing rubbish  Waste basket 1. Clean and safe
environment clean  Composting properly.  Disinfectant environment provided
and safe.  Recycling 4. Provide compost pits  Spades 2. Proper waste disposal
4. demonstrate  Incinerating and earthen incinerator  Wheel barrow facilities put in place
methods of refuse  Burning for proper waste  Brush 3. Proper disposal of waste
disposal  Burying. disposal.  Rakes materials ensured.
5. Provide septic soak-  Bucket 4. Knowledgeable about
away pits for proper  Basin disposal methods.
liquid waste disposal.
 Shovels
6. provide adequate
 Hand towel. Etc.
drainage for storm
water
4. Harmful Should be able to: Should be able to: 1. Types of pets and 1. Collect pictures, and 1. Look at picture of  Pictures/charts/pos Child
Pests and 1. identity pests and 1. recognize and reptiles-files, rats, display Charts and harmful pests and ters. 1. Harmful pests and reptiles
reptiles avoid harmful ants, mosquitoes, posters of different reptiles  Songs recognized an avoided.
Reptiles 2. control their insects and reptiles. cockroaches, lizards, harmful pests and 2. Talk about pests and  Games 2. Environment kept clean.
spreading. 2. help keep the snakes, weevils etc. reptiles reptiles  Picture books Parent/Caregiver/Teacher
3. encourage the use environment clean 2. Where pests and 2. Discuss and observe 3. Avoid playing with  Life specimen of 1. knowledgeable about
of nets Reptiles live: safety measures against harmful pests and pests and reptiles harmful insects and reptiles.
a. Dirty environment harmful pests and reptiles  Story books 2. Pest control measures and
e.g. toilets reptiles 4. sweep room and  Soap prevention of entry into
b. Bushy A. keep environment surroundings  Water houses practiced.
environment. clean  Basins 3. Clean environment
c. holes in the walls b. plant insect repelling Maintained.
 Towels
d. stagnant water trees and shrubs.
 Brooms
e. dark places C removes broken pots
 Dust pan
f. refuse dump sites and empty tins which
 Dust bin
may harbor water and
3. control measures: pests.  Pesticides
a. clear bushes 3. carry out control  Sprayer
b. proper dispose of measures e.g.  Hoes
refuse, a. use of insectides  Rake
c. blocking of holes b. blocking of holes in  Cutlass
d ensure there is no floors and walls  First aid kit.
stagnant water  Insectides treated
e. spraying stagnant nets (ITN)etc.
water with kerosene
f. keep environment
clean
g. use mosquito
treated nets.
5. Toilet Habits Should be able to: Should be able to: 1. Toilet habits 1. Supervise the proper 1. Independent use of  Soap Child
and Facilities 1. teach good toilets 1. Toilet in the a) using specified use of toilet toilet.  Toilets 1. Independent use of toilet
habits proper place. toilet area habits 2. Encourage the child 2. Wash hands after  Bowl facilities
2. Encourage the child 2. Toilet properly b) cleaning up after to use the toilet toileting  Water 2. Proper use of toilet
to use toilets properly and independently. toileting independently  Toilet roll facilities
and independently. 3. practice good c) Correct use of the 3. Encourage the child  towel 3. Good toilet habits
3. Inform the child toilets habits toilet e.g. sitting to practice good habits  Kettle practiced.
about different types  Clean up after properly and avoiding 4. Practice good toilet  Bucket
of toilet facilities and toileting messing up the toilet. habits Parent/Caregiver
show them.  Wash hands after 2. Toilet facilities. 5. provision of toilet 1. Good toilet habits
4. provide appropriate toileting. a) pit latrine facilities encouraged
toilets facilities b) vip latrine 2. Good toilet habits
5. Assist the child in c) water system practiced.
cleaning after toileting d) potty.
6. Toilet Should be able to: Should be able to: 1. Toilet training 1. Discuss proper toilet Locate and use  Potty child
Training 1. recognize child 1. Identity the 2. Child abuse during habit available toilet facility  Latrine 1. use of toilet facility
toilet needs; proper place for toilet training. 2. show child available properly  Toilets appropriately
2. show child toileting; 3. Hand washing after toilet facilities 2. Wash hands after  Water 2. Good toilet habits
appropriate use of 2. Indicate toilet toileting. 3. demonstrate proper toileting  Kettle displayed.
toilet facilities; needs. 4. Appropriate anal use of toilet facilities  Basin 3. signs of toilet needs
3. remind child of cleansing materials. 4. cleaning children  Buckets indicated.
good toilet habits; after toileting  Toilet roll Parent/Caregiver
4. Avoid child abuse 5. Teach child to wash  Hand towels 1. Knowledge of good toilet
while toilet training. hands after toileting. Training pants habits
5. maintain clean 6. Dispose of faeces 2. Good toilets habits
 Baby powder
toilet. properly demonstrated.
 Water container fitted
7. Recognize and avoid 3. Absence of child abuse
with plastic taps.
child abuse during during toilet training
 Disinfectants
toilet training. 4. Friendly approach
 Detergent
8. Encourage the child displayed
to develop good toilet 5. clean toilets maintained.
habits
7. Links Should be able to: Should be able to: Water related 1. Role play 1. hand washing  Posters Child
between 1. mention the signs 1. Mention some diseases: 2. Story telling exercises  Water container fitted 1. Proper usage/handling of
sanitation and and symptoms of water and faecal  Diarrhea 3. Field visit to schools 2. Participate in water with taps portable water.
Diseases. water and faecal related diseases.  Cholera and sick bay security/Handling  Kitchen utensils 2. Proper hygiene habits.
related diseases, 2. mention some  Typhoid 4. Demonstration of  Soap
2. Identity transmission agents  Skin infections Hand washing  Sponge Parents/caregiver
transmission routes  Dysentery 5. Purification of water
for water and  Guinea worm
.
faecal diseases. of water and faecal  Malaria  Water 1. Increased awareness of
3. list ways of breaking Diseases. 2. Excreta related  Plates with cover routes of transmission.
transmission routes; 3. display good diseases:  Food stuff 2. Early recognition of signs
4. mention hygiene habits  Diarrhea and symptoms.
transmission agent  Cholera 3. Awareness of way of
e.g. flies, rodents, etc  Dysentery breaking transmission.
 Worm infestation 4. Reduced incidence of
 Infective hepatitis faecooral transmitted
3. Faeco-oral diseases
transmission
 Faeces
 Fingers
 Food
 Fields
 Flies
 Fluids
 Nuts
4. Primary and
secondary barrier:
 Toilet facilities
 Provision of
portable water
 Solid liquid waste
management
 Hand washing
Personal hygiene.
Theme: Safety Measures 3 – 5 Years.
TOPIC Performance Objective content Activities Teaching/Learning Evaluation Guide

Parent/caregiver child Parent/caregiver child Materials
Accident Should be able to: Should be able to:  Dangerous objects: 1. Caution the child not 1. Mention action 1. Various dangerous Child
and their 1. explain types of 1. Recognize  Dangerous liquids to play with dangerous that lead up to objects and liquids e.g. 1. Be aware and avoid
prevention accidents dangerous objects, e.g. mentholated objects. accident. blades, pins, kerosene dangerous objects,
2. know how to prevent actions and situations spirit, bleach, 2. Discuss the common 2. Assist in etc. action and situations.
accidents that can cause kerosene. accidents and their keeping 2. charts, posters, 2. Help in keeping
3. Explain how these accidents.  Hot liquid e.g. blades, prevention. environment newspaper, cuttings environment clean and
actions cause accidents 2. avoid dangerous knives, needles, pins 3. Attend training accident free. 3. films strips, slides, safe.
among children. objects, actions and etc. sessions on accidents 3. Avoid projectors. Parent/caregiver.
4. State safely or accidents situation that can  Medicines especially and their prevention dangerous 4. Video tapes/video 1. Safe environment
preventive measures. cause accidents sweet-coated tablets. organized by early objects and player and television. maintained.
5. Teach child to avoid  Fire, matches, childhood specialist. aggressive play. 5. first aid box 2. Knowledge of safety
accidents burning candles, 4. Create a safe 4. Obey simple and preventive
6. make the environment lamps environment by instruction. measures.
safe for the child  Cellphones bags removing dangerous 3. Occurrence of
 Live wire and objects from the child’s common accidents at
electrical appliances reach. home/Centre reduced.
 Dangerous actions; 5. Protect child from 4. Correct application of
 Drinking unknown or dangerous objects e.g. first aid when necessary
dangerous liquids e.g. fire hot liquids.
kerosene, medicines 6. Remove child from
unsafe situation e.g. fire,
 Drinking or playing
staircase, high bed,
with hot liquids
7. Invite doctor, firemen,
 Playing with sharp
police to discuss causes
object
and prevention of
 Playing with or
accidents with
getting near fire.
caregiver/parents and
 Using cellphone bags
children
to cover head can
lead to suffocation
 Pushing object into
the ear, nose, or
mouth
 Playing with live wire,
electrical appliances
 Climbing height
3. Dangerous situations:
 Fire outbreak
 Walking bare footed
on open field
 Crossing the highway
without escort
4. Preventive measures.
First aid Should be able to: Should be able to: First aid techniques for: 1. attend training 1. Ask for help  Well stocked first Child
sessions for first aid when injured. aid box/kit
1. display a first aid 1. seek first aid  Cuts application technique  Charts posters 1. Ask for first aid when
box/kit and, show child when injured  Wounds 2. Seek first aid showing first aid necessary.
the contents  Fever 2. discuss the first aid when needed. application.
2. name contents 2. Content of first aid
 Minor burns box/kit child  Water
2. Demonstrate first of the first aid 3. Recognize the box/kit named.
 Poison  Soap
aids technique. box/kit 3. demonstrate various content of first
 Choking  Cotton wool 3. Situations required
first aid technique to aid box.
3. apply or give first aid  Snake bite  Bandage first aid identified.
child
when necessary  Nose bleeding 4. Role play the  Plasters
 Simple fracture 4. Demonstrate to first aide  Iodine
Parent/caregiver
4. provide first aid  Insect bites children when and  Scissor 1. First aid box/kit and
materials when  Other instances  Disinfectant splints materials displayed.
exhausted
2. Knowledgeable in
first aid application.
3. First aid minor

injuries and accidents
administered when
necessary.
Theme: Protection Issues
TOPIC Performance Objective content Activities Teaching/Learning Evaluation Guide
Materials
Parent/caregiver child Parent/caregiver child
1. Child Right Should be able to: Should be able to: 1. Rights of the child. 1. Discuss child rights 1. Ask question about  Child rights act child
and 2. Discuss the harmful effects child rights (2004)
Responsibilities 1. identity child rights; 1. Mention the right of 2. Denial and violation of violation and denial of  CEDAW 1. Participate in
the child. of child rights (i.e. child rights. 2. Express opinion documents acceptable cultural
2. recognize effects of traditional community 3. Teach advantages of child and understanding of  Books/pamphlet activities.
denial and violation of 2. Demand for their practices that deny the friendly environment and child rights. s/charts/posters
child rights; rights. child of rights). adequate provision of on rights of the 2. express views about
needs of the child 3. Run simple errands child. child rights
3. Discourage violation 3. carry out expected  Denial of parent for parents/caregiver
4. Encourage protection of  Broom, duster,
of child rights. respected care and protection child rights. 3. Examples of denial and
mop, other
responsibilities  All forms of physical 5. Provide safe environment violation of rights cited.
4. Create child friendly cleaning
and mental violence for play materials,
environment; Parent/Caregiver
injury, neglect, 6. Provide child rights  Disinfectants,
5. encourage child to exploitation torture, water. 1. Knowledge of child
cruel and inhuman  Food, safe
express views on issues rights and CEDAW.
treatment. water, snacks,
affecting children;
 Child Labour drinks. 2. Absence of harmful
6. Ensure provision of  Sexual exploitation practices.
all the rights of the  Child traffic king and
child. sale 3. clean safe
 Drug abuse environment provided
3. child friendly and friendly sexes
environment
2. Birth Should be able to: Should be able to: 1. Child rights, e.g. 1. Register child at birth or 1. Say your first name Posters/charts/ Child to:
Registration rights to registration any other time. and last name.
1. Ensure that every 1. say his/her name and right to identity. 2. Obtain birth certificate and Books on birth 1. Ability to say his/her
child is registered at keep safe. 2. Say your age and first and last name.
birth and certificates 2. identity family 2. Importance of birth your birthday. * Registration and
3. Discuss advantages and
obtained and kept safe. name registration. rights of the child. 2. Ability to write his/her
disadvantages of birth
3. write your names name correctly.
3. Write his/her registration.
2. Ensure that children 3. National identity
names. 4. Teach child how to write 3. Ability to say his/her
can say their names,
their names, parent’s * Admission and age and dates of birth
parent’s names etc.
4. tell his/her age and names and nationality. withdrawal
3. Teach children about birth date 5. Teach child the: register. Caregiver/Parent t0
nationality.  National anthem
1. Knowledge of child
 Pledge
4. Makes children rights to a name, family
 Color of Nigerian flag
about nationality. and nationality.
4. make children tell 2. Birth of child

their dates of births registered.
Topic Performance Objectives Content Activities Teacher /Learning Evaluation Guide
3. Child Abuse Should be able to: Should be able to: 1. Meaning of child Stigmatization and 1. Avoid use of foul Child to:
1. Identity practices Express his/her abuse discrimination. language. 1. situations of child
that violate the rights feeling when 2. child abuse 4. Encourage openness 2. Express curiosity and abuse identified
of the child. abused. practices e.g. and curiosity in children ask questions 2. Ask questions on child
2. List the various  Child abuse 3. interact freely Abuse.
forms of child abuse; practices e.g.
3. discourage practices  Child trafficking Caregiver/Parent to:
that lead to child  Child Labour etc. 1. All forms of child abuse
abuse; 3. Forms of child prevented.
4. encourage child to abuse 2. Absence of child abuses
interact freely with  Child Labour practices
physically challenged,  Begging Absence of stigmatization
orphaned and  Hawking and discrimination.
vulnerable children  Sexual exploitation
(OVC)  Battering
 Neglect
 Starving, etc.
4. Stigmatization of
OVCs
4. Care of Should be able to: Should be able to: 1. Rights of the child 1. Encourage child to 1. Play with other a. poster/charts and Child
children with 1. Define and identity 1. develop positive  Survival child interaction. children. pictures on: 1. Interaction with others
special needs. special needs sell concept  Development 2. Encourage 2. Participate in group  Fights of the child children.
2. Identity ways of 2. interact freely  Protection participation in actitives.  Children in especially 2. Participation in group
managing children with other children  Participation group actitives. 3. Obey simple difficult circumstances actives.
with special needs. 2. Needs of special 3. Encourage the instructions
3. Protect and support children. child to use 4. Talk and ask Parent/caregiver
child requiring available facilities questions Improved handling of
special needs. 3. Care and support in the 5. mix freely children with special
4. Encourage for children with environment. needs.
interaction among special needs. 4. Discuss the effect
all children of denial of care,
irrespective of their love and affection.
physical challenges. 5. Discourage any
5. Discourage form of
discrimination and stigmatization and
stigmatization. discrimination.
6. Identity ways of 6. Encourage the
protection various abilities of
measures to be the children.
used 7. Support child to
cope with
challenging tasks
and situations
5. Care of Should be able to: Should be able to 1. Drug abuse 1. counseling Participate in schools Child
orphans and 1. Identity OVC in talk frankly and 2. Forms of drug 2. visitation activities. Stable OVC
vulnerable their care freely with the abuse Refers child to Parent/caregiver
children (OVC). 2. Take special teacher. 3. Effects of drug appropriate authorities’ Teacher
interest in such a abuse e.g. social welfare 1. Interest in OVC shown.
child for 4. preventions religious leaders. 2. OVC assisted and
counseling and protected
home visits
3. Assist child not to
drop out of
school
4. Protect such
child from all
forms of abuse
6. HIV/AIDS Should be able to: Should be able to: 1. Basic Facts About 1. discuss the facts Mention ways of:  Charts/posters Child
1. state the meaning 1. should be able to: HIV/Aids: about HIV/AIDS  Transmitting  Films, video 1. Meaning of HIV and
of 1. `State the signs  Meaning 2. Teach how to live HIV/AIDS  Television. AIDS recalled.
 HIV and symptoms of  Mode of with and care for  Not acquiring  Newspaper cuttings 2. Modes of transmission
 AIDS IDS. transmission people living with AIDS H6IV/AIDS and prevention of HIV and
2. ENUMERATE MODE 2. say ways of  Signs and AIDS listed.
OF TRANSMISSION preventing the symptoms Caregiver/parent to:
HIV/AIDS spread of HIV/AIDS  Prevention 1. Stigmatization
3. Teach prevention of  Stigmatizati prevented.
transmission of on 2. Love and care for
HIV/AIDS 2. living with people children orphaned by
4. Prevention living with HIV and AIDS HIV/AIDS expressed.
stigmatization. (PLWA)
7. Harmful Should be able to: Should be able to: 1. Harmful practices 1. Obtain and 1. Sing songs on 1. posters/charts/pictures Child
Traditional Mention harmful  Female genital display posters harmful practices and on harmful practices and Harmful practices
Practices (HTP) 1. Identity harmful traditional practices cuttings picture/charts their effects. their effects mentioned
practices.  Gender showing harmful 2. Role-play situated of 2. films/TV/radio Parent/caregiver
2. Identity and discrimination practices and harmful practices. programs showing 1. Knowledge of harmful
mention effects  Tribal marking their dangerous Healthy practices against practices and their
of harmful  Tattooing effects. harmful practices e.g. FGC effects
practices.  Neglect 2. Discuss the 3. story books 2. Knowledge of
3. Discourage all  Forced feeding dangers of healthy practices as
forms of harmful  Fowl language harmful practices alternatives to
practices  Burning of body 3. Discourage all harmful practices
4. Mention parts forms harmful 3. Child care practices
alternative Use of cow dung and practices and improved.
healthy practices. etc. their effects 4. Close relationship
5. Improve child 2. dangerous effects 4. Tell stories about with the child
care practices. of harmful practices harmful practices 5. Free communication
6. Identity the and their effects with the child.
harmful effect of 5. Teach songs on 6. Practices of female
female genital harmful practices genital cuttings
cutting 6. Discuss dangers eliminated .
of female genital
cutting (FGC) and
other cuttings
List of Resource Persons for the National writing workshop
1. Mr. O. AAdara Director, SPC NERDC, Sheda Abuja-(Chairperson)
2. Mrs. V.T. Solarin Project officer (Educatioin), UNICEF, Abuja
3. Mrs. Harnatu IIIiya Lecturer, Federal College of Education, Pankshin
4. Chief (Mrs) S.A. Are President OMEP, Nigeria
5. Dr. (Mrs) Selinah Ekpo, Lecturer Uni UYO.
6. Mrs. Orugun Asst. Chief Education Officer, UBEC, Abuja
7. Ms Inne Woising VSO Akassa, Yenagoa
8. Mr. Udoh Edet Iwang Vice President OMEP Nigeria
9. Mrs. King Asst. Director UBEC, Abuja
10. Mrs. Ezeife ACO,NPH, Abuja
11. Mrs. Tina Eyaru Federal Ministry of Education, Abuja
12. Mrs. V. Faluyi Chief Education Officer, Women/Basic Education FME. Abuja
13. Dr. O. S. Apanpa Chief Research Officer/CDC NERDC Sheda
14. Mrs. M.E. Otu-Bassay Chief Research Officer/SPC NERDC Sheda
15. Mrs. M.T. Oshungbohum Head of Department/ECCDE NERDC Sheda
16. Dr. (Mrs.) L.M Nneji Chief Research Officer, ECCDE NERDC SHEDA Coordinator
List of Resource Team for the National Critique Workshop

1. Prof. Ebele Maduewesi Executive Secretary NERDC, Sheda
2. Mr. O.A. Adara, Director, SPC, NERDC, Sheda
3. Mrs. V.T. Solarin Project Officer (Education) UNICEF, Abuja
4. Rev. Imoukhede Head, Ambassador Nursery/Primary School, Kwali Abuja.
5. Mrs. V. Unachukwu OMEP Official, Lagos
6. Dr. (Mrs.) Oduolowu Lecturer, Early Childhood Education, University of Ibadan
7. Dr. M.T. Mustapha Lecturer, College of Education, Minna
8. Mrs. Sule Lecturer, College of Education, Minna
9. Mrs. Otu-Bassay Chief Research Officer/SPC, NERDC Abuja
10. Mrs. Ogunaike Federal Ministry of Education, Abuja
11. Mrs. M.T. Oshunghohun Head of Department, ECCDE, NERDE Sheda
12. Dr. (Mrs.) L.M. Nneji Chief Research Officer, ECCDE, NERDC Sheda (Coordinator)
In-House Editors
1. Professor Ebele Maduewesi Execution Secretary NERDC Sheda, Abuja
2. Mr. O.A. Adara: Director, SPC, NERDC Sheda, Abuja
3. Mrs. V.T. Solarin Project Officer (Education), UNICEF, Abuja
4. Mrs. M.T. Oshungbohun Head, Department of ECCDE, NERDC Sheda, Abuja
5. Dr. L.M. Nneji Chief Research Officer, ECCDE, Department NERDC Sheda, Abuja
Secretariat (Computer Operation)

1. Mrs. E . O. Elegba NERDC Sheda, Abuja (Computer Operator).
List of Resource Persons for Field-level Curriculum Review-UNICEFA-Field

1. Dr. Laz C Okafor Ministry of Education, Awka, Anambra State
2. Elder Mrs. Rose O Anya State Primary Education Board, Umuahia, Abia State
3. Ms. Alo Ebere J Ministry of Education, Abakaliki, Ebonyi State.
4. Mr. Atat E.E. State Primary Education Board, Uyo, Akwa-Ibom State
5. Mrs. Ikemi Bassey Ministry of Education, Calabar, Cross River State
6. Mrs. Lizzy Allagoa Ministry of Education, Yenogoa, Bayelsa State
7. Dr. Mercilina Ezuma-Osuagwu CAHFAD President, 30 Uzowulu St. (Read Estate), Uwani-Enugu
8. Mrs. Rosemary Hua ECC Facilitator, Ministry of Education, Makurdi, Benue State
9. Mrs. Adaora Uju-Anene Anambra State Reproductive Health, Deputy Co-ordinator, Ministry of Health, Awka
10. Ugoeze (Dr.) V.N Onyenekwu Director Public Health, Primary, Health Care, Ministry of Health, Imo State.
11. Dr. R. O. Nriagu Director PHC/DC, Ministry of Health, Awka, Anambra State.
12. Mrs. Chinelo B. Okpala Chief Health Educator. (BFHI Officer), Institute of Child, Health, UNTH, Enugu.
13. Dr. Bokizibe z. Avah State AIDS Programme Co-ordinator, (SAPC), Ministry of Health, Yenagoa
14. Mrs. Linda Nwakanma Health Education Officer, Abia State Rural Water and Environmental Sanitation Agency
15. Mrs. Comfort M. Iragunima Head Comm. Mobilization, Health, Educ. Dept. Rivers State Rural Water Supply and
Sanitation Agency
16. Mr. Patrick Ikyor Head of Environmental Sanitation, Benue State Rural Water Supply and Environmental Sanitation
Agency
17. Lady Olive Akomas State Nutrition Officer, Ministry of Health, Umuahia, Abia State
18. Mrs Ngozi S. Onuorah State Nutrition Officer, Ministry of Health, Awka, Anambra State
19. Elder Robinson Beregha State Nutrition Officer, Ministry of Health, Yenagoa, Bayelsa State
20. Dr. Chika Ndiokwelu Head, Department of Dietetics, UNTH, Enugu
21. Pastor Victor E. Bassey Asst. State Nutrition Officer, Ministry of Health, Uyo, Akwa-Ibom State
22. Mrs. Mary A. Ogwuche Asst. State Nutrition Officer, Ministry of Health, Makurdi, Benue State.
23. Ms. Amanda C. Nwosu Nutritionist, 31/10 Zion Avenue, Trans-Ekulu, Enugu
24. Mrs. Ekaette O. Udoidiok Director of Child Devt, Ministry of Women Affairs and Social Welfare, Uyo, Akwa Ibom
25. Mrs. V.H. Ashiekaa Chief Child Development Officer, Min. of Women Affairs and Social Welfare, Uyo, Akwa-
Ibom
26. Grace O. Doku-Gin (Mrs.) Chief Social, Welfare Officer, Child Welfare Dept, Social Services, Govt. House,
Port Harcourt, River State
27. Mrs. May Oko Child Protection, Officer, Ministry of Women Affairs & Social Dev., Enugu State
28. Dr. Sylvester Igbedioh Asst. Project Officer, Nutrition, UNICEF Field Office, Enugu
List of Resource Persons for Field-level Curriculum Review-UNICEF B – Field
1. Mr. A Orakwe State Agency for Mass Education, Delta State, Asaba
2. Dr. A. I. Omoigberale University of Benin, Benin.
3. Rev. Enwata ministry of Health Edo State, Benin
4. Mr. Pius Osaghae UBE, Benin
5. Mrs. Fakiya Ministry of Health Ekiti State, Ado-Ekiti
6. Mr. S. Emmanuel UBE, Ado Ekiti
7. Dr. (Mrs) F.A Osanyin University of Lagos, Lagos
8. Mrs. L. Otujo COMED, Lagos
9. Mrs. Ajayi-Obe OMEP, Oshogbo
10. Mrs. Sonola ECAN, Lagos
11. Mr. W.A.O. Afolabi UNAAB, Abeokuta
12. Mrs. Egunjobi SPEB, Ogun State, Abeokuta
13. Prof. O.A. Oyedeji Olabisi Onabanjo University, Ago-Iwoye
14. Mr. T.A. Akintunde Osun State RUWESAN, Osogbo
15. Mr. O. Olukunle OYO WATSAN, Ibadan
16. Dr. Segun Akinbote University of Ibadan
17. Dr. J.O. Olakulehin UBE, Ibadan
18. Mr. K.R. Sofolahan UBE, Ibadan
19. Mr. John Edeh NMEC Zonal Office, Ibadan
20. Mr. J.D. Alao NMEC Zonal Office, Ibadan
21. Dr. Ogundaji PRIHEMAC, Ibadan
22. Dr. N. Ihebuzor UNICEF, B-Field
24. Mrs. Ada F. Ezeogu UNICEF, B-Field
List of Resource Persons for Field-level Curriculum Review-UNICEF C – Field
1. Godwin Ashituabe Director, College of Education, Minna
2. Salisu Akafi PM (1), SPEB, Kaduna
3. Adamu Ndagi Project Officer (Education), UNICEF Kaduna
4. Idris Suleman H. Senior Registrar I, Dept of Community Medicine, ABUTH, Zaria
5. M.M. Buti Director, 20 Rimi Drive, Kaduna
6. Christopher Ignatius Director (PRS), SPEB Kaduna
7. James Jimoh Director (SS), SPEB, Lokoja
8. Yahaya A. Maiyama Director Shehu Shagari College of Education, Sokoto
9. Yabo Mohammed Umar PMO, SPEB, Sokoto
10. Silas A. Sule Chief Lecturer, College of Education, Minna
11. Mahmoud Sani B. Chief Education Officer, SPEB, Minna
12. Mrs. Theresa O. Mbonu Chief Education Officer (R & S), FCT SPEB, Abuja
13. Mrs. F. Olowniran Focal Person, NAERLS Zaria
14. Mrs. Amina Isah State Nutritionist, Ministry of Health, Minna
15. Mike Ndako Curriculum Ed., College of Education, Minna
16. Ado I. Eginasa Lecturer III, College of Education, Dapal
17. Abdul I, Wushishi Lecturer II, College of Education, Dapal
18. Mrs. Bola Ogunsola Chief Lecturer, College of Education, Dapal
19. Amina Akande Nutritionist, College of Education, Minna
20. Larai Shehu Nutritionist, Ministry of Health, Kebbi
21. Prof. I.A. Kolo Consultant, College of Education, Minna
22. Usman Attah Principal Lecturer, College of Education, Zuba
23. Ige Adebayo Nutritionist, Ministry of Health, Kogi State.
24. Mrs. Oshungbohun Chief Research Officer, NERDC, Abuja
25. Bola Olowosejeje Nutritionist, Ministry of Health, Kwara State
26. E.D. Ogoji Chief Lecturer, College of Education, Zuba
27. Zainab Usman Project Officer, CRAGON, Minna
28. Yahaya Abdullahi Nutritionist, Ministry of Health, Sokoto
29. Muma Loma Chief Welfare Officer, Fed. Min. of Women Affairs
30. Hassan Yakubu Gussau Nutrition Officer, Min. of Health, Zamfara State
31. Usman I. Sunlati Asst. Director, Fed. Min. of Women Affairs, Abuja
32. Ahmed T. Bodinga Project Officer, Ministry of Health, Sokoto
33. Beatrice La’ah Nutritionist, Ministry of Health, Kaduna
34. Ramatu Mohammed Nutrition Officer, Ministry of Health, PHC Unit, FCT
35. Chief ECC Uzodinma Education Consultant, Abuja
36. Abdullahi Garba Anka Project Officer, RUWANTSAN, Zamfara State.
37. Ibrahim Abbasa Daura Nutritionist, Ministry of Health, Katsina
38. John Yarima Project Officer, RUWANTSAN, Kaduna
39. D.O. Ogidi Project Officer, Child Rights Adv., Abuja
40. Amina Abudullahi Project Officer, RUWANTSAN Katsina
41. Umaru Mohammed Kuje Project Officer, RUWANTSAN FCT
42. Hamzat Umar Project Officer, RUWANTSAN, Kaduna
43. Solomon B. Ojo Project Officer, RUWANTSAN, Kogi
44. Hadiza Musa Nutritionist, PHC, Zamfara, Gusau
45. Banara A. Omar Child Psychologist, FGC, New Bussa
46. Kingsley Nwanchukwu Early Child Care, CRAGON, Abuja Office
47. Ali Shafi Desk Officer, FMWA, Abuja
48. Theresa Ogbuibe Director. SCAAD, Abuja
49. J. Agoha Labour Officer, FML&P, Abuja
50. Dr. (Mrs.) Yuwana Minyanvi Director, Kaduna Polytechnic
51. S. Hassan Nutritionist, ABUTH Zaria
52. Gladys Sule Project Officer (Nutrition). UNICEF Kaduna
53. Elizabeth Obaba Asst. Project Officer, UNICEF, Kaduna
List of Resource Persons for Field-level Curriculum Review-UNICEF D – Field
1. Ali Bukar Dogo SPEB Borno
2. Habu A Dodo Jigawa State College of Education, Gumel
3. Timothy Abu SPEB, Lafiya
4. Ladi Ezike Ministry of Health, Borno
5. Nanah Aliyuda MOA Gombe
6. Bashir D. Tukur SPEB, Adamawa
7. Binda S. Ishaku University of Jos
8. Dr. Agatha Nzeribe Federal College of Education,
9. Musa Bako Niji SPEB, Bauchi
10. Aliyu Muhammad Ahmed SPEB, Bauchi
11. Shehu Yusuf SPEB, Jigawa
12. Dr. Hauwa A. Biu Education Dept. University of Maiduguri
13. Suleiman H. Muhammad SPEB, Bauchi
14. Hajiya Maryam Garba Fahimta Women (NGO). Bauchi
15. Hjiya A’ishatu Atiku SPEB, Kano
16. Dr. Danjuma Almustafa Asst. Project Officer, Nutrition-UNICEF Bauchi
Note:
States in UNICEF A-Field: Abia, Akwa Ibom, Anambra, Bayelsa, Benue Ebonyi, Cross River, Enugu, Imo and Rivers States
States in UNICEF B-Field: Oyo, Ondo, Ogun, Ekiti, Lagos, Edo, Delta, and Osun States
States in UNICEF C-Field: Niger, Kaduna, Katsina, Kebbi, Sokoto, Zamfara, Kogi, Kwara States and FCT
States in UNICEF D-Field: Borno, Jigawa, Taraba, Adamawa, Plateau, Gombe, Yobe, Jigawa, Kano, and Bauchi States.
Appendix 1
Developmental Milestones
By the age of ONE MONTH a child should be able to :

 Bring both hands towards her or his mouth
 Turn towards familiar voices and sounds
 Suckle the breast and touch it with her or his hands
 Have BCG and DPT Immunization
 Be registered officially
By the age of THREE MONTHS a child should be able to:

 Turn heads towards bright colours and lights
 Make fists with both hands
 Move eyes to loud sounds
 Wriggle and kick with legs and arms
 Enjoy playing and clapping
 Smile
 Make coding sounds
 Breast feed frequently
 DTP immunizations
By the age of 12 MONTHS a child should be able to:
 Sit without support
 Crawl on hands and knees and pull up to stand
 Try to initiate words and sounds and respond to simple requests
 Enjoy playing and clapping
 Pick things up with thumb and one finger
 Start holding objects such as a spoon and cup and attempt self-feeding
 Give attention to a specific person
 Say two or three words
 Breastfeed frequently and have other foods three to five times a day
 Have measles immunization (9months)
By the age of TWO YEARS a child should be able to :

 Walk, climb and run
 Carry an object while walking
 Point to objects or picture when they are named (e.g. nose, eyes)
 Recognize families people and objects
 Say several words together (from about 15 months)
 Scribble if given a pencil or crayon
 Enjoy simple stories and songs
 Imitate the behaviour of others
 Begin to eat by self
 Repeat words that others say
 Use two or three-word sentences
 Feed five to six times a day
 Learn to defecate in an appropriate place (18 months)
By the age of FOUR YEARS a child should be able to:
 Balance on one foot
 Speak in sentences and use many different words
 Understand opposite (e.g. fat and thin, tall and short)
 Show different emotions
 Wash hands alone
 Ask questions
 Play simple games with other children
 Answer simple questions
 Count five to ten objects
By the age of FIVE YEARS a child should be able to:

 Dress without help
 Show interest in the world around him/her by trying to figure out how things work
 Perform simple addition and subtraction
 Speak clearly
 Read
 Write legibly
 Use words to express feelings and to cope with difficult situations
 Like grown up activities
 Play cooperatively according to the rules of game
 Copy a circle, square, triangle.

National Early Childhood Curriculum

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National Early Childhood Curriculum

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NATIONAL EARLY CHILDHOOD CURRICULUM

FOR AGES 0-5 YEARS

NIGERIAN EDUCATIONAL RESEARCH AND DEVELOPMENT COUNCIL

SUPPORTED BY UNICEF NIGERIA

First Published 2007

Headquarters: Lokoja – Kaduna Road, Sheda, PMB 91, Abuja Nigeria

3. Early Childhood Education Curriculum for Ages 3-5 24

supervision to prevent Interaction. • Nature corner and

distribution. 7. Nutrition deficient

Topic Performance Objectives Content Activities Caring /Learning Evaluation Guide

Topic Performance Objectives Content Activities Caring/Learning Evaluation Guide

5. Strengthen the coping capacities of

7. Support the government’s policies

8. Facilities the involvement of

9. Support institutional Care.

Topic Performance Objectives Content Activities Caring /Learning Evaluation Guide

Topic Performance Objectives Content Activities Teaching/Learning Evaluation Guide

TOPIC Performance Objective content Activities Teaching/Learning Evaluation Guide

3. First aid minor

4. make children tell 2. Birth of child

List of Resource Team for the National Critique Workshop

Secretariat (Computer Operation)

List of Resource Persons for Field-level Curriculum Review-UNICEFA-Field

By the age of ONE MONTH a child should be able to :

By the age of THREE MONTHS a child should be able to:

By the age of TWO YEARS a child should be able to :

By the age of FIVE YEARS a child should be able to:

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