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The main job of public health educators is to promote healthy way of living as well as to instruct people regarding issues related to health like wellness and nutrition. There are many other things that these educators do. They give classes based on nutrition, parental care, food safety, family planning, and also about diseases that can be sexually transmitted. A public health educator has to plan, implement and also evaluate health education policies for determining the results of such programs. If you wish to take up a job in the public health sector, then you will have to complete a degree program associated to this particular subject area.

There are some jobs in this field that also call for a master’s degree. The public health educators have to conduct episodic community health evaluation for determining that what all are the health issues, which needs to be addressed. This is not all; these people have to hold for community groups as well as volunteers for addressing the health disparities and issues in the midst of diverse groups. Audiences for health education can vary from kids to even the grown ups.

All the health education curriculum and study materials are actually written by the public health educators. Those who are employed in the corporate sector are also accountable for the wellness programs designed for the employees. These people also write allows for obtaining funds to execute the health education policies along with some other special programs. Those who possess any kind of advanced degree in this field can also instruct in health education plan of colleges and can also take up research work at major universities.

Another option for the public health educators is to begin their own work as consultants, trainers and allow writers, who work for other agencies. Those educators, who have a long experience in this sector and also possess advanced degrees, can also take up the job of a supervisor. They can also become executive directors or education directors of other agencies. In the time to come there will be a growth in this sector and the role of such educators will also become important, as numerous reforms are being introduced in the sector of health care. For pursuing this career one has to complete a bachelor’s degree with public health education as a subject or some other subject, which is closely associated with this field. After this one can be entitled to take up an entry-level job.

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INTRODUCTION

 

Early Childhood 

 

Early Childhood is an age, which is denoted differently by different educationists, psychologists, scholars and scientists. To some, it consists of the age three to six (Sahu &Wikipedia) and to some, it spans the human life from birth to age eight (NAEYC). Whatever the duration might be, these are the years, in which all aspects of one’s personality are developed, i.e. physical, mental, emotional, social, linguistic, analytical and creative. Over eighty percent of the human personality, including its attitude and aptitude is shaped before the age of six (Sahu, 2004). Fifty percent of the intelligence measured at age seventeen, is reached by age four (Bloom).

Early childhood education (ECE)

ECE prepares kids for the primary. It lays the foundation for the development of reading, writing and number work. It encourages interaction with the environment, participation in-group activities and enhances creativity and problem solving in children. ECE is a combination of moral, intellectual and social lessons for physical, mental, social, emotional and linguistic growth and development of primeval childhood age children.

Characteristics of primeval childhood age kids and role of educators

The role of the instructor in ECE is significant, as he is responsible to make the kids ready for schooling and providing base for the child’s complete development. Froebel compared the child to a seed and likened the instructors or caregivers to gardeners. The instructors have two functions according to Harlen, i.e. encouraging the child’s curiosity and wage real learning activities. 

1.      At this stage, there is coordination between what the kids want to do and what he is healthy to do. The role of primeval childhood educators is to encourage apiece child’s development by accepting their prior experiences. They need to notice constantly the children’s growth patterns and development of the motor skills in them and employ different kinds of plays.
2.      According to Piaget’s description, the kids during the age level of 2 to 6 are pre-operational. His approach Social Constructivism emphasizes the active role of the kids in constructing their own understanding. According to Vygotsky, the role of the adults in cognitive development of the kids is much more important rather the activities of the kids chosen by themselves. Early childhood educators should lead children’s learning by giving them chance to learn what they might not be healthy to learn by themselves.
3.      During these years, the children’s interactions within themselves and with the elders, as well as instructors take on new dimensions. Much of the play is decided through interaction and negotiation. They need to have solitary as well as cooperative play. Many educators accentuate the supplying of playing opportunities for social and emotional development of the children. They should be given open ended experiences, choices at mealtimes and flexibility in indoor / outdoor experiences (Arthur et all, 1998). Educators should be aware of the development of the concepts in the children. Individual differences and diversity should be positively handled.
4.      The language is taught from the time the first the child enters the class room in the morning until the last child goes home. The instructor instructs both directly, through activities and experiences and indirectly through her own speech, language and behavior. (Preface, Mathew, 2005).
5.      Much of the understanding of moral values during this age level is based on the notion of fairness. Meaning that what is considered to be clean and good is morally acceptable. Negotiation not only enhances children’s capability to solve problems but also encourages them to adopt the perspectives of others.  

Objectives of Early childhood education

According to Ministry of Education (2006) objectives of primeval childhood education are, i.e. to develop child potential to learn and grow, wage an appropriate environment ensuring safety, use play way method and concrete experience in teaching and learning, prepare a child for formal schooling and to develop awareness of basic cultural values and norms.

Importance of Early Childhood Education

ECE assists many at risk kids in avoiding poor outcomes such as dropping out of the school. Global Monitoring Report on Education For All(2005) reports:

“Good calibre ECE not only enhances children’s physical well being, cognitive and language skills, social and emotional development, but also lays the foundations for subsequent education.”

ECE develops in kids the love for knowledge, activity and questioning. They are encouraged to do things themselves. They are prepared for the school life. Learning opportunities in primeval childhood wage benefits by promoting later accomplishment in school and further life long learning.
Early years are critical in the formation of intelligence, personality, social and physical development. These years lay the foundation of all these aspects, which will preserve through the life course. (woodhead, 2006). Early year’s brain development influences the long term cognition, imagination, behaviors and skills of the individuals. (Mustard, 2002). Early childhood has been described as the key investment phase in improving outcomes through out the life course (Hunzai, 2007).

Early childhood education in Pakistan

In Pakistan, Islamic or Quranic education is emphasized from an primeval age. This education is imparted through three modes i.e., formal, non-formal; and informal either in mosques, madrassahs or at home. Even in the farthest areas, Quranic education is considered to be “compulsory” by tradition and an effective way to inculcate moral values and instruct life skills at an primeval age. It is estimated that more than 80 percent of kids in the age group 4-10 years receive Islamic education in this way.

ECE has existed in Pakistan since 1970s in formal primary schools. In public schools, the qualification required for teaching in katchi class is the same as that for primary school i.e., higher secondary education certificate with one-year teaching certificate. In Katchi Classes, a part of the class one curriculum of the National Curriculum is taught. The Instructors Resource Center (TRC) which has developed the national ECE curriculum has been engaged to wage support to teachers’ training and classroom material development and distribution of ‘taleemi bastas’, learning kits for ECE and primeval primary years.

 A study by Juma(2004) shows that, kids were taught in a traditional way with the instructor standing at a blackboard directing the children. Rote memorization was encouraged. In the private sector there were primeval childhood provisions, which mainly used Montessori approaches fulfilling only to the needs of the elite and the upper-middle class of the society.  It is observed that the instructors do not involve themselves in teaching. Some times, they do not know the principles of growth and development of children. Often, they do not try to attract the kids to teaching learning process. They just give lesson to the kids and order them to memorize these words without understanding. It is very boring, especially for this age level children, as, this is the age to play with toys, enjoy the company of the peers, imitate the elders and make things themselves.

Private work in ECE is comparatively hopeful with reference to the accomplishments of the public sector. Children’s Resource International (CRI); the Aga Khan Foundation (AKF); the Teachers’ Resource Centre (TRC) and the College of Home Economics, metropolis have developed various kinds of teaching and learning aids such as blocks, charts, posters, handbooks, flashcards, teachers’ guides; planners; teachers’ kits; etc.

Pakistan is committed to the port Framework of Action, adopted in an international conference on “Education for All”, held in 2000 A.D at Dakar. The first goal was to expand and improve comprehensive primeval child hood care and education for all children, especially for the most vulnerable and disadvantaged children. Pakistan accepted this challenge and formulated National Plan of Action (NPA) in 2001. Punjab government has also invested in ECE out of its own budget in its Provincial Plan of Action in 2003. The focus is on providing ECE by means of material resources, but the role of instructor in ECE is very much important, and it is being neglected. For the first time, government has contributed separate attention to it in the National Education Policy, 1998-2010 and in 2009 policy as well.

Theories regarding primeval childhood education

 

The theories already in vogue all over the world for ECE have all the basics to prepare instructional strategies for primeval childhood education. The most common theories are, Behaviorist orientation (Locke, Skinner etc), Maturations orientation (Rousseau, Freud, etc) and Constructivist orientation (Dewey, Piaget and Montessori). (Dopyera, 1993).The behaviorist orientation works employing principles of reinforcement i.e., positive reinforcement, negative reinforcement, non reinforcement, and punishment. Maturation orientation works employing principles of growth and development and Constructivist orientation works keeping cognitive structure of students in concern.

According to Carten &Allen(2003)

“The foundation for all curricula is developmental theory or beliefs about how kids develop and learn. These beliefs guide our view of teaching and supporting kids as learners”.

Ref: Jack man H.L(2005).

According to Siddiqi, theoretical perspectives for ECE are 1) Maturationist, 2)Learning and 3)Interactionist. Here is an insight into these theories:

Table No:1

 

S.no

Theoretical perspectives

Curriculum objectives

Curriculum content

Instructional techniques

Key concepts

Thinkers of this theory

1

Maturationist

Social, moral and cognitive development. preparation for the present

Determined by the developmental level of the child

Teacher as facilitator, director.

Experimental learning

John dewey

2

Learning

Behavior change. Preparation for the future

Determined by the teacher

Teacher has main role

Operant learning

Skinner

3

Interactionist

Independent thinking and problem solving skills. Preparation for understanding

Determined by the age and developmental level of the child

Teacher as coworker. Prepared environment. Discovery learning

Constructivism

piaget

 

Instructional Strategies

 

Plasma Link Web Services provides the Glossary of Instructional Strategies as a resource for all educators. Current number of strategies and methods is 988 according to this service. (October 19, 2007).

According to Singh and Rana(2004),

“Instructional strategy is some thing that is arranged designed by the instructor to establish interaction between the teacher, the student and the subject matter, or any combination of these three dimensions”

We can state that instructional strategies are the planned sequence of teaching methods. Instructional strategies are an important part of the primeval childhood Curriculum. The instructional strategies, used for enhancing learning of the kids are usually derived from behavioral research. Each strategy is useful for instructors to support children’s primeval learning and development of all aspects and dimensions. The instructional strategies are the plans and the ways in which the instructor designs his/her teaching. (Singh&Rana: 2004).The strategies are the application of the skills of the instructors in the organization of the teaching learning process.

Principles to prepare instructional strategies for Early Childhood Education

Here are some principles derived from the books i.e. Early Childhood Education Today, by Morrison(1988), Guiding young children, by Verna(1990) and Becoming a instructor of young Children, by Dopyera(1993)etc. The researcher thinks about them to be helpful in preparation of instructional strategies for primeval childhood educators:

Activities should be a joyful experience for the children. Activities should be about regular living, so that, they might instruct the kids their responsibilities. Activities should follow the children’s nature. Activities should be less structured. Activities should have capability to have sensory training. Place apiece thing before the senses. Activities might not only be healthy to give training of socialization, but also training of religious and moral instructions. The instructor herself should give direction and guidance, but in in-formal way. Activities must be child centered, language based and cooperative learning based. Instructor must respond to the child questioning. Positive feedback must be provided to the students.  Respect for the child should not be ignored; rather, they should be Involved in motor activities as much as doable and encouraged to act in different activities related to practical life. Use multi-dimensional activities to encourage social inter action between instructor and students. The instructor must notice students during activities, give individualized instruction and accentuate drill and use concrete material as much as possible.  Activities should be reinforcing and meaningful. Physical, mental, motor, language, moral and psychological development of the child should be the first preference while developing the activities. Activities must increase the child’s capability to think, make kids do the things themselves free from sexist behavior , should be free choice of activities, There should be combination of indoor and outdoor, quiet and active activities, Sharpen the power of attending of the children. Organize kids in small groups. Use neither too hard, nor too simple activities. Put learning material on low shelves. Avoid crowding material. Use variety of methods. Be specific while developing activities. Give clear instructions. Help in assessing the students. Instruct intellectual concepts through art activities. Bereiter and Englemann (1966) propose rewarding the child who tries, avoiding shaming and preserving the spirit of group.

Problems visaged by primeval childhood educators

According to Ministry of education, Pakistan,2003,  Shahida Mohiuddin, Hunzai, 2006, Juma, 2004, problems visaged by the primeval childhood educators are demand of proper training both in the public and private sector, demand of resources, i.e. teaching kit, balls, blocks etc, huge size of the class, demand of interest and commitment of teachers, demand of proper classroom, demand of cooperation of the society, demand of government support in terms of financial allocation, demand of an concurred amount of social values, domestic problems, contradictory situation at home and school, demand of exemplary personality traits among teachers, no laboratory, no transportation system, the same syllabus for all the children, no knowledge of objectives, new strategies are not encouraged by the head teachers, limited knowledge of using the instructional aids, limited capability to prepare instructional aids themselves, no knowledge of linking instruction with the objectives, limited awareness of the benefits of the ECE among parents and society.

METHODOLOGY OF THE STUDY

The study dealt with the improvement of the teaching learning process at pre primary at present, so the researcher used the descriptive method of research. The data was collected from the instructors and the students in the form of questionnaires and attending sheets. These tools were used because of less expensiveness, assist of administration and suitability to the problem.The population of the study consisted of the primeval childhood educators of the primeval childhood education institutions in Punjab province. The students learning in these institutions were observed during teaching learning process.  Simple random sampling method was used by selecting samples from private schools and government schools throughout Punjab.Total 66 primeval childhood educators were selected randomly from three districts of the Punjab, i.e. Bahawalpur, Lodhran and Bahawalnagar.Total 270 kids were observed during the teaching learning process. 

FINDINGS

On the basis of analysis and interpretation of the data following findings were made:

  Findings of Questionnaire for Instructors  

Language:

 (87%) of the respondents is of the view that imitation is used to instruct language,  (91%) concur that the instructors use verbal instruction.89% concur with the use of questioning strategy. 74% concur with the use of lecture method to instruct language. (83%) of primeval childhood educators concur with providing storybooks to the children. (87%) concur that repeated presentation of the poems is used to instruct language. (86%) concur showing films and videos to the children. (78%) concur that, listen, follow instructional strategy in games and  (82%) concur that listen; follow strategy in plays (dramas etc) is also an effective instructional strategy. For learning language, discussion based on photos is concurred upon by 86% respondents and dramatic play is concurred by (77%)  respondents and (90%) concur that telling stories to the kids is an effective instructional strategy for teaching language.                 

Mathematics:

 (88%) of respondents concur for drill method to be used for teaching mathematic concepts. (90%) concur upon problem-solving strategy and (83%) of respondents concur for questioning strategy, (70%) concur that teaching activities regarding mathematics should be integrated with other activities and other activities should also be integrated with mathematic activities. (78%) think that writing should be used as a tool for learning counting. (75%) concur with writing strategy to be used as a tool for learning addition. (79%) concur for Puzzles given to kids to solve math problems.70% concur with songs and poems focusing on rote memorization to be used as a tool for learning. (78%) concur with math concepts to be learnt through plays. (92%) concur withblocks to be used as a tool for learning math concepts.

Science: 

89% respondent primeval childhood educators concur with learning science concepts by experiments.81% concur that exhibitions should be used as a tool for learning science concepts. Carrying out study tours is also an instructional strategy concurred by 82% respondents.74% concur carrying out project based learning as a tool . (86%) concur learning science concepts by group problem solving strategy.81% concur upon use of whole class discussion. (87%) concur for demonstration of science related objects, to be the tool for learning.88% concurs with learning science concepts by the work work. (90%) concur that questioning strategy is used for understanding science concepts. (87%) concur that, Class gardens are prefabricated for understanding botany related concepts. 

Social studies: 

 (87%) of respondents concur about field trips to be arranged for the children.  (87%) concur about storybooks to be given to the children. (85%) instructors concur that textbook, having knowledge related to society is given to the children. (86%) concur that, festivals are celebrated inside the school. (90%) concur that, assembly lectures are used as a tool for learning social norms. (91%) concur that the kids memorize national songs. (87%) concur thatdramatic plays are held for teaching social and moral values. (91%) concur that classroom discussion is used as a tool for learning.83% respondents concur that the instructors tell historical stories.

Religious education: 

(91%) of the respondents concur that modeling is used as tools for learning religion.87% concur with the statement that the instructor uses verbal instruction for religious education. (89%) concur upon questioning strategy, (84%) concur upon use of lecture method for teaching religious education. (82 %) instructors concur that storybooks are given to the children. (80%) concur that dramatic readings are given to the children. (86%) of the respondents concur that summer reading is given to the children. (94%) of the respondents concur that prayers are memorized. (91 %) concur that Thought for the day is given to the children. (91%) concur that the instructor behaves as a role model. (88%) concur that role-playing is used as a tool for learning religious education.(86%) of respondents concur that assembly lectures are prepared and presented by the teachers.

Creativity

 (82%) of the respondents concur that prepared environment is given to the children. (81%) concur that color it (shapes etc) type activities are given to the children. (79%) concur that the kids make things with rods. (86%) concur that the kids make things with clay. (77%) concur that doll making is taught to the children. (87%) concur that home making is used as tool for creative thinking of the children. (92%) concur that constructive plays are arranged for the children. (84%) concur that demonstration is used as a tool for creative thinking of the children. (81%) concur that instructor plays his role as a coworker in the creative work of the children. (82%) concur that work work by the kids is encouraged. (91%) concur that block building is also used as a tool for creativity enhancement. (94%) concur that solve it (puzzles) type activities are given to the children.

 

Imitation is the most preferred strategy (35%) by the primeval childhood educators for teaching language, while questioning and lecture method are the second preferences of the educators (23%). Drill method is the most preferred strategy (38%) by the primeval childhood educators for teaching mathematics, while Puzzles are the second preferences of the educators (23%). Experiment, exhibitions and study tours are the most preferred strategy (30%) by the primeval childhood educators for teaching science. Assembly lectures are the most preferred strategy (38%) by the primeval childhood educators for teaching social studies while, field trips and dramatic plays are the second preference (23%) each. Modeling is the most preferred strategy (45%), while, by the primeval childhood educators for teaching religious education Verbal instruction is the second one(24%) and Questioning strategy the third preference (15%). Constructive play is the most preferred strategy (38%) by the primeval childhood educators for teaching creativity. while, Demonstration is the second one (32%) and Instructor as coworker the third preference (23%). Nearly 61% educators state that there is no guide acquirable to them. The most common deficiency is training (45%) given to the educators ,big classes (26%), less time(20%),pay scale (24%) are the responses of the educators. 

Findings of attending sheet for the children

Almost 44% kids were involved in learning. Nearly 56% kids were enjoying learning. Nearly for 22%children, activities were being done for physical health when observed during their learning time. To nearly 77% children, positive reinforcement was being used for their learning.  Almost 78 % kids were not learning habits of cleanliness and health. All the five senses of nearly only 11%children were being trained to learn. Nearly 67% techniques employed by the educators did not ensure safety. Nearly only 22% kids were getting instruction by more than one method of teaching Nearly 67% activities were focusing on the growth patterns of the children. There was freedom for nearly only 33% kids to select one activity or the other. Nearly only 44% classroom region was free of any tension and weather intensity. Nearly 56% kids were encouraged to be silent in the class, 44% kids seemed fully involved in learning with both the mind and the body. Nearly only 44%children were engaged in activities like drama, simulation etc. 44% kids were provided with facilities like play apparatus, sand play, water play and gardening. Nearly 67% kids seemed having emotional touch with the educator. The things being taught to the kids were shown to 44% children.  44%children were learning the concept of colors with the help of the things of those colors, i. e. blocks, garments and balls. Nearly 89% kids were learning the concept of seriating with concrete things. 44% kids were learning the concept of shapes by tracing, slicing and pasting. Nearly 56% kids were learning the concept of opposites through different objects acquirable in the class. 33% kids were learning the obloquy of the foods at the snack time. Nearly 56% kids were learning counting with the help of the things around instead of rot memorization.  44% kids were learning science concepts through attending and experiments. Nearly 56% kids were learning to follow the rules. Nearly 67% kids were learning school habits. Only 33%children were learning reading skills by play way method. Only 33% kids were learning writing skills by play way method. Nearly only 33% kids were learning talking skills by play way method. 44% kids were learning listening skills by play way method. Nearly 89% kids were learning to follow the routines in regular life. Nearly 56% kids were learning cultural values through stories told by the educator. Nearly 56% kids were learning cooperation with others through play activities. 44% of kids were healthy to comprehend social norms by the help of conversation. 44%children were learning civic responsibilities and other manners inside and outside the class. Nearly only 11%children had opportunities to read storybooks having moral and social lessons Nearly 45% kids were learning love for country and nation through dramas, stories and games.

CONCLUSIONS

There is no guide acquirable for the primeval childhood educators. 61% educators state that there is no guide acquirable to them. It shows that there is need for a teacher’s guide for this level. The most common deficiency is training given to the      educators ,big classes ,less time, pay scale are the other responses of the educators. So, these are the problems, which should be solved as soon as possible.
Majority of respondents concur that instructional strategies for teaching languages can be imitation, verbal instruction, use of questioning strategy, use of lecture method, providing storybooks to the children, repeated presentation of the poems, showing films and videos to the children, listen, follow instructional strategy in games and in plays (dramas etc), discussion based on pictures, strategy of using dramatic play and telling stories to the children. 
Majority of respondents concur that instructional strategies for teaching mathematics can be drill method, problem-solving strategy, questioning strategy, teaching activities regarding mathematics integrated with other activities and other activities integrated with mathematic activities, writing used as a tool for learning counting and addition, Puzzles to solve math problems, songs and poems focusing on rote memorization, math concepts to be learnt through plays and use ofblocks.  
Majority of respondents concur that instructional strategies for teaching science can be learning science concepts by experiments, exhibitions, Carrying out study tours, project based learning, group problem solving strategy, whole class discussion, demonstration of science related objects, work work, questioning strategy and class gardens prefabricated for understanding botany related concepts. 
Majority of respondents concur that instructional strategies for teaching social studies can be field trips, storybooks and textbook, having knowledge related to society, given to the children, celebrating festivals, assembly lectures, memorizing national songs, dramatic plays, classroom discussion, telling historical stories to children.
Majority of respondents concur that instructional strategies for teaching religious education can be modeling, verbal instruction, questioning strategy, lecture method, storybooks and dramatic readings, given to the children, summer reading, memorizing prayers, Thought for the day given to the children, instructors behave as  role models, role-playing and assembly lectures related to religious education.
Majority of respondents concur that instructional strategies for teaching and developing creativity can be prepared environment, color it (shapes etc) type activities, kids make things with rods and clay, doll making, home making, constructive plays, demonstration, instructor plays his role as coworker in the creative work, work work, block building  and solve it (puzzles) type activities.
It is concluded that some instructional strategies can be used for multi purpose teaching, as modeling can be used for teaching language and religious education, demonstration can be used for teaching science concepts, and developing creativity, questioning strategy can be used for teaching language, mathematics, science and religious education, discussion can be used for teaching language, social studies and science, providing storybooks can be used to instruct language, social studies and religious education, verbal instruction can be used to instruct language and religious education, dramatic plays can be used to instruct language and social studies, memorizing can be used to instruct mathematics, social studies and religious education, assembly lectures can be used to instruct social and religious education, work work can be used to instruct science and creativity, tours and trips can be used to instruct science and social studies, and finally,  puzzles and blocks can also be used to instruct mathematics and creativity.

          RECOMMENDATIONS

The researcher does following recommendations, after intensive study of the phenomena.

1. The following Instructional strategies should be used for teaching any language:

 

Imitation,
Verbal instruction,
Questioning strategy,
Lecture method
Providing storybooks
Repeated presentation of the poems
Showing films and videos
Listen, follow instructional strategy in games
Listen; follow strategy in plays (dramas etc)
Discussion based on pictures
Dramatic play
Telling stories

 

2. The following Instructional strategies should be used for teaching mathematics

 

Drill method
Problem-solving strategy
Questioning strategy
A activities regarding mathematics, integrated with other activities
Writing, as a tool for learning counting
Writing, as a tool for learning addition
Puzzles
Songs and poems focusing on rote memorization
Plays
Blocks

 

3. The following Instructional strategies should be used for teaching science

 

Experiments
Exhibitions
Study tours
Project based learning
Group problem solving
Whole class discussion
Demonstration
Laboratory work
Questioning
Class gardens

 

4. The following Instructional strategies should be used for teaching social studies

 

Field trips
Storybooks
Textbook, having knowledge related to society
Celebrating festivals
Assembly lectures
Memorize national songs
Dramatic plays
Classroom discussion
Tell historical stories.

 

5. The following Instructional strategies should be used for teaching religious education

 

Modeling
Verbal instruction
Questioning strategy
Lecture method
Storybooks
Dramatic readings
Summer reading
Memorize prayers
Thought for the day
Teacher as a role model
Role-playing
Assembly lectures

 

6. The following Instructional strategies should be used for teaching and developing creativity

 

Prepared environment
Color it (shapes etc) type activities
Making things with rods
Making things with clay
Doll making
House making
Constructive plays
Demonstration
Teacher as coworker
Laboratory work
Block building
Solve it (puzzles) type activities

 

The resources are not more important than the teacher’s creativity. Instructors should use their own creativity and imagination during teaching. They should not be contented with the teaching learning material acquirable to them. Rather, they should try to make material themselves as well. The educators at primeval childhood education institute should be given special training. The instructors should be given a teaching guide, which will surely be helpful for them to teach.
The future researchers can work on the effectiveness of using these suggested instructional strategies on child’s learning. Future work can also be done on identifying more effective instructional strategies for primeval childhood educators. The future researchers can work on instructional strategies for primary, secondary, graduate and post graduate level teachers.