FREE IGNOU DECE-01 Organizing Child Care Services Solved Assignmnet Jan–Dec 2025

FREE IGNOU DECE-01 Organizing Child Care Services SOLVED ASSIGNMENT Jan–Dec 2025

Q.1 Explain the stages in development of language in the first two years of life.

Language development in the first two years of life is a remarkable process, where infants progress from crying to speaking simple words and sentences. These early years are crucial, as the brain is rapidly developing, and children absorb sounds, meanings, and patterns of speech from their environment. While the pace may vary slightly from child to child, the stages are fairly consistent across cultures.

Language development involves four key domains: listening, understanding (receptive language), speaking (expressive language), and social interaction. Below is a stage-wise breakdown:

Language Development in the First Two Years

Age Range	Stage	Key Features
0–3 months	Reflexive Communication	Cries, coos, and responds to caregiver's voice; starts to recognize familiar sounds.
4–6 months	Babbling Begins	Produces repetitive consonant sounds like “ba-ba”, “da-da”; responds to tone.
7–12 months	Intentional Babbling & First Words	Understands “no” and simple commands; uses gestures; first words may appear around 12 months.
13–18 months	One-word (Holophrastic) Stage	Uses 5–20 words meaningfully; each word represents a complete idea, e.g., “milk” for “I want milk.”
19–24 months	Two-word & Telegraphic Speech	Vocabulary expands rapidly (50–100+ words); begins combining words like “mama come” or “want toy.”

Stages Explained in Detail:

1. 0 to 3 Months – Reflexive Sounds and Early Listening

At this stage, babies primarily communicate through crying to express needs like hunger or discomfort. They begin to recognize familiar voices, especially the mother’s, and may quiet down when spoken to in a soothing tone. Cooing and gurgling sounds emerge as early forms of vocal experimentation.

2. 4 to 6 Months – Babbling and Sound Play

Babies start babbling, producing repetitive consonant-vowel sounds such as “ma-ma” or “da-da.” These sounds are not yet associated with meaning. Infants enjoy playing with sounds and may laugh or squeal. They begin turning their heads towards sounds and start imitatingfacial expressions and tones.

3. 7 to 12 Months – First Words and Meaningful Use

This stage marks the beginning of intentional communication. The baby begins to understand simple words like “no” or “bye-bye” and may respond with gestures. By the end of this stage, most children say their first real word, such as “mama” or “ball.” They use gestures (pointing, waving) alongside vocalizations, indicating a growing link between language and meaning.

4. 13 to 18 Months – One-word Speech (Holophrastic Stage)

At this point, toddlers use single wordsto express entire thoughts. For example, saying “juice” could mean “I want juice” or “There’s juice.” Vocabulary grows slowly but meaningfully, often including names of family members, favorite toys, or daily routines. They understand more than they can speak (receptive language is stronger than expressive).

5. 19 to 24 Months – Two-word Phrases and Early Grammar

By 24 months, toddlers typically have a vocabulary of 50–100 or more words and begin combining them into two-wordphrases, like “go car,” “want milk,” or “mama come.” This stage is often called telegraphic speech because they omit less important words (like “is” or “the”), focusing on key content words.

They also begin to use:

· Pronouns: “me,” “mine”

· Action words: “go,” “eat,” “play”

· Negatives: “no,” “don’t”

Factors Influencing Language Development:

· Parental interaction: Talking, singing, and reading to the child

· Social environment: Play and response to the child’s sounds

· Hearing ability: Any hearing problem can delay language development

· Nutrition and health

Conclusion:

The first two years of life are foundational for language acquisition. From reflexive cries to forming meaningful word combinations, a child’s brain is rapidly organizing sounds and meanings. Caregiverinteraction and a rich verbal environment greatly enhance this development. Understanding these stages helps parents and educators support early communication and detect delays if any arise.

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Q.2: One Activity for Each Developmental Area in 4-Year-Olds

(a) Understanding of Space

Activity Name: "Where is Teddy?"

· Materials Required:

o Small teddy bear or toy

o Classroom furniture (chair, table, box, etc.)

· Procedure:

1. Place the teddy in different positions – on, under, in front of, behind, or next to objects.

2. Ask children: “Where is the teddy now?”

3. Let each child take turns placing the teddy and describing its location.

4. Reinforce spatial vocabulary like on, under, behind, in front, inside.

5. Praise correct responses and guide gently when needed.

· Purpose: Helps children understand position and direction in space through playful observation and language.

(b) Fine-Motor Development

Activity Name: "Button the Shirt"

· Materials Required:

o Old shirts or fabric with large buttons

o Playdough (optional as warm-up)

· Procedure:

1. Give each child a shirt or cloth with buttons.

2. Demonstrate how to button and unbutton.

3. Let children practice at their own pace.

4. Optionally, start with 5 minutes of playdoughpinching and rolling to warm up fingers.

5. Encourage them to dress a doll with the shirt later.

· Purpose: Strengthens finger muscles, hand-eye coordination, and control — essential for writing and self-help skills.

(c) Socio-Emotional Development

Activity Name: "Emotion Faces Circle Time"

· Materials Required:

o Emotion cards or paper plates showing faces (happy, sad, angry, scared, etc.)

o A mirror (optional)

· Procedure:

1. Sit with children in a circle. Show one emotion face at a time.

2. Ask: “When do you feel like this?” and listen to each child’s response.

3. Let them mimic the emotion using their own face and look in the mirror.

4. Discuss what to do when someone is sad or angry.

5. End with a group hug or a happy song.

· Purpose: Encourages emotional expression, empathy, and sharing feelings in a safe group setting.

(d) Development of Cause-and-Effect Relationship

Activity Name: "Water and Sponge Play"

· Materials Required:

o Bowl of water

o Sponge

o Cup or small container

· Procedure:

1. Give each child a dry sponge and a bowl of water.

2. Ask them to dip the sponge and notice what happens (“It soaks water!”).

3. Then squeeze the sponge into a cup and see the water come out.

4. Repeat steps and ask questions like: “What happens when we press the sponge?”

5. Let them explore pouring and squeezing independently.

· Purpose: Helps children understand actions and reactions, basic science, and curiosity through hands-on experience.

Q. 3 Discuss any three causes of aggression among young children. Explain three strategies using which parents can handle the child's aggressive behaviour.

Aggression in young children, especially in the play school stage (2 to 5 years old), is quite common and usually a part of their normal development. At this age, children are still learning how to manage emotions, communicate effectively, and understand rules. However, consistent aggressive behavior can be a cause of concern and may need attention. Let us explore three main causes of aggression in play school children and three effective strategies for parents to manage this behavior.

Three Causes of Aggression:

1. Limited Language and Emotional Expression:

Children in play school are still developing their vocabulary and emotional awareness. Often, when they feel angry, frustrated, or sad, they don't know how to express it through words. This can lead to aggressive actions such as hitting, biting, or shouting. For example, if a child wants a toy another child is playing with, they may push or snatch instead of asking politely, simply because they don't yet have the language or self-control skills.

2. Imitation of Aggressive Behavior:

Children learn by observing their surroundings. If they witness aggression at home (yelling, hitting, harsh punishment) or in media (violent cartoons or games), they may imitate that behavior. Even playful rough behavior among older siblings can influence younger children to act similarly, believing it is acceptable.

3. Seeking Attention or Reacting to Inconsistency:

Sometimes children act out aggressively to get attention. If a child feels neglected or if rules and discipline are not consistent, they may misbehave to draw attention or test boundaries. For example, a child who feels ignored may throw a tantrum or hit another child just to get the parent’s or teacher’s reaction.

Three Strategies for Parents to Handle Aggressive Behaviour:

1. Teach Emotional Vocabulary and Problem-Solving:

Parents can help children by teaching them words to express their feelings like "angry," "sad," "upset," or "frustrated." Encourage the child to say how they feel and what they need instead of acting out. Simple phrases like “I am angry because I want the toy” can reduce aggressive outbursts. Role-playing and picture books about emotions can also help in this learning.

2. Set Clear and Consistent Boundaries:

Young children need structure. Parents must set simple, clear rules about acceptable behavior and enforce them consistently. For example, “We do not hit. If you are upset, you can tell me or take deep breaths.” If the child breaks a rule, consequences should be calm and consistent, like a short time-out or removal from the play area, not harsh punishment. Praise should be given when the child behaves well, reinforcing positive behavior.

3. Be a Calm Role Model and Limit Exposure to Aggression:

Children learn from how adults handle stress. If parents remain calm during difficult situations, children are more likely to imitate that. It is also important to monitor what children are watching or hearing. Avoid violent shows or rough play. Encourage cooperative games and stories that promote kindness and sharing.

Conclusion:

Aggression in children is not unusual, but it must be handled with care, patience, and understanding. By teaching children to express emotions, setting consistent boundaries, and being good role models, parents can guide their children toward healthier, more peaceful ways of interacting with others.

Q.4 Explain the different styles of parental behaviour. Discuss how each style of parental behaviour influences the child's personality.

Parental behaviour plays a crucial role in shaping a child's overall personality, especially during early childhood years (such as the play school stage – ages 2 to 5). Psychologists generally classify parenting into four main styles: Authoritative, Authoritarian, Permissive, and Neglectful. Each of these styles influences the child's emotional, social, and psychological development differently.

1. Authoritative Parenting:

Description:
Authoritative parents are warm, responsive, and nurturing but also set clear rules and expectations. They encourage independence, allow children to express their feelings, and explain the reasons behind rules.

Effect on Child’s Personality:

Children tend to be confident and socially responsible.
They are better at self-regulation and have high self-esteem.
These children are curious, cooperative in school and with peers, and emotionally balanced.
They feel secure because they are both loved and guided.

Example: A parent calmly explains why throwing toys is not acceptable and encourages the child to express anger through words instead.

2. Authoritarian Parenting:

Description:
Authoritarian parents are strict, controlling, and expect obedience without question. They may use harsh discipline and provide little emotional warmth.

Effect on Child’s Personality:

Children may become fearful, shy, or overly obedient.
They might develop low self-esteem and struggle with decision-making.
Some children may become aggressive or rebellious in response to rigid control.
They often lack emotional closeness with the parent.

Example: A parent scolds or punishes the child severely for spilling food, without listening to what happened

3. Permissive Parenting:

Description:
Permissive parents are loving and accepting but set very few boundaries or rules. They avoid discipline and allow the child to do as they wish.

Effect on Child’s Personality:

Children may struggle with self-control and following rules.
They can become demanding or act out when limits are eventually set.
These children often face difficulty in social situations due to lack of respect for boundaries.
Though they may be creative and expressive, they can also be insecure.

Example: A parent allows the child to eat unlimited sweets and avoids saying “no” even when the child behaves aggressively.

4. Neglectful (Uninvolved) Parenting:

Description:
Neglectful parents are emotionally distant, provide minimal guidance, and are often uninvolved in the child’s life. This may be due to stress, personal problems, or lack of awareness.

Effect on Child’s Personality:

Children may feel unloved and insecure.
They may face developmental delays in language, social, and emotional areas.
These children often have low self-worth and struggle with forming relationships.
Risk of behavioral problems increases, including aggression and withdrawal.

Example: A parent does not notice or respond when the child is crying or misbehaving, offering neither care nor correction

Coclusion:

Among all styles, authoritative parenting is considered the most balanced and beneficial for a child's development. It helps children grow into emotionally stable, socially skilled, and responsible individuals. Early childhood is a sensitive period for shaping personality, and a parent's approach during this stage creates a lasting impact. Thus, it is important for parents to provide both nurturing love and firm guidance, especially during the formative play school years.

Q5. Write about each of the following in about 200 words each.

(a) Preschooler's Ability to Take Another Person's Perspective

Preschoolers (ages 3 to 5) are in a critical stage of social and cognitive development. During this time, children begin developing the ability to take another person’s perspective, also known as "perspective-taking". This skill involves understanding that others may have thoughts, feelings, and desires different from their own.

According to Jean Piaget, preschoolers are typically in the preoperational stage, where egocentric thinking dominates. This means children often believe everyone sees the world as they do. However, by age 4 or 5, many start to show signs of understanding others' viewpoints. For example, a child may begin to recognize that a friend is sad because their toy broke, even if the preschooler themselves isn’t upset.

Simple pretend play also helps develop perspective-taking. When children play "house" or take on roles like "teacher" or "doctor", they practice thinking from someone else's point of view. Storybooks with emotional characters also encourage this skill.

Although this ability is still developing in preschoolers and may be inconsistent, it lays the foundation for empathy, sharing, and cooperative behavior later in life. Parents and teachers can support it by talking about feelings, asking questions like “How do you think she feels?” and modeling empathy in daily interactions.

(b) Long Term Goals

Long-term goals in early childhood refer to the broader developmental outcomes that parents and educators hope children will achieve over time, not just immediate behavior. For preschoolers, these goals are not set by the children themselves but by caregivers and educators to ensure healthy growth.

Some important long-term goals include:

1. Developing Emotional Resilience – Helping children manage emotions, cope with stress, and express feelings in healthy ways.

2. Fostering Social Skills – Teaching children to communicate, share, take turns, and resolve conflicts peacefully.

3. Building Independence – Encouraging children to perform tasks like dressing, cleaning up toys, or choosing activities on their own.

4. Nurturing Curiosity and Love for Learning – Creating a learning environment where children enjoy exploring and asking questions, which supports lifelong learning.

5. Developing a Moral Compass – Helping children understand right from wrong, show empathy, and develop respect for others.

These goals are not achieved overnight but require consistent support, guidance, and positive modeling from adults. Long-term goals focus on shaping the child’s character, personality, and inner strength, not just obedience or academic achievement. Understanding this helps parents be more patient and encouraging when dealing with challenging behavior, knowing they are shaping the child’s future self.

(c) Importance of Play in Children's Development

Play is one of the most important tools for a child’s learning and development. For preschoolers, play is not just a way to have fun—it is how they explore the world, express themselves, and build essential life skills.

1. Cognitive Development: Through play, children learn to think, reason, solve problems, and make decisions. Puzzles, blocks, and pretend games help develop memory, imagination, and creativity.

2. Social Development: Play teaches children how to interact with others. They learn to take turns, share, follow rules, and negotiate during group activities or role-playing games.

3. Emotional Development: When children play, they express their feelings, work through fears, and build confidence. For example, a child might pretend to be a doctor to cope with fear of injections.

4. Physical Development: Outdoor play, running, jumping, and climbing strengthen muscles and improve coordination and motor skills.

5. Language Development: Talking during play—whether with peers or toys—enhances vocabulary, sentence formation, and communication skills.

Parents and teachers should provide safe, open-ended, and age-appropriate play opportunities. Play should be both structured (with some guidance) and free (led by the child’s interest). In short, play is a child’s natural way of learning about themselves and the world.

(d) Critical Periods in Development

A critical period refers to a specific window of time in a child’s development when the brain is especially receptive to learning certain skills. If key experiences or stimulation do not occur during these periods, it may be difficult or impossible to fully develop those abilities later.

Examples include:

1. Language Development: The early years (especially birth to age 5) are crucial for learning language. Children who are not exposed to spoken language during this time may never fully develop normal speech or understanding.

2. Attachment: The first 2 years are essential for forming a secure emotional bond with caregivers. Lack of consistent, loving interaction during this time can lead to social and emotional issues.

3. Vision and Sensory Processing: For instance, if a child has cataracts that aren’t treated in infancy, they may have permanent vision problems, even after surgery.

4. Emotional Regulation: The ability to manage emotions is also shaped by experiences in the early years, especially through caregiver interactions.

Critical periods show that early childhood experiences are extremely important. Enriching a child’s environment with love, stimulation, nutrition, and safety during these periods can help build a strong foundation for lifelong learning and health. Delays or neglect during these phases may have lasting consequences.

(e) Capabilities of a Newborn

A newborn baby may appear small and helpless, but they come into the world with remarkable capabilities that support survival and early bonding.

1. Sensory Abilities:

o Vision: Newborns can see objects best at a distance of 8–12 inches, perfect for looking at a caregiver’s face.

o Hearing: They can recognize their mother’s voice shortly after birth.

o Touch and Smell: They respond to touch and are comforted by familiar scents, especially their mother’s.

2. Reflexes:
Newborns are born with several automatic reflexes, such as:

o Rooting Reflex: Turning their head when the cheek is stroked, helping them find the nipple.

o Grasp Reflex: Holding tightly when something touches their palm.

o Moro Reflex: A startle response to sudden movements or loud sounds.

3. Communication:
Newborns cannot talk, but they communicate through crying, facial expressions, and body movements to signal hunger, discomfort, or need for closeness.

4. Bonding:
Newborns are biologically prepared to form strong emotional bonds with caregivers through eye contact, crying, and being soothed by voices and touch.

Although they depend entirely on adults, newborns are already equipped with the basic tools they need to begin interacting, learning, and forming relationships from the moment they are born.

Q6. What points will you keep in mind while evaluating space and play materials in an ECCE centre? Make a checklist to support your answer.

An ECCE (Early Childhood Care and Education) centre must provide a nurturing, safe, and stimulating environment that supports the holistic development of children (ages 3–6 years). Evaluation of the space and play materials ensures the centre is developmentally appropriate, inclusive, and encourages active learning.

Key Points to Evaluate:

1. Safety and Hygiene

Play equipment should be free from sharp edges or choking hazards.
Cleanliness and sanitation should be maintained regularly.
First-aid kits and fire safety tools should be accessible.
Electrical outlets must be childproofed.

2. Age-Appropriate Furniture and Toys

Child-sized tables, chairs, shelves, and toilets.
Materials should suit motor and cognitive abilities (no small parts for under 3s).
Toys and activities should encourage creativity, fine motor skills, and problem-solving.

3. Organization and Learning Zones

Clear demarcation of different zones: reading corner, block area, art station, pretend play.
Quiet and active areas should be separated.
Materials should be labeled and stored within children’s reach.

4. Variety and Inclusivity of Materials

Toys should reflect diversity in culture, ability, and gender.
Open-ended materials like blocks, clay, puzzles, and nature items.
Books with vibrant illustrations and real-life relevance.

5. Indoor and Outdoor Balance

Safe and shaded outdoor space with swings, slides, and tricycles.
Indoor area with soft flooring, mats, and cushions.
Areas for gross and fine motor activities.

6. Support for Social and Emotional Development

Materials for group play: board games, pretend play sets.
Comfort items: soft toys, pillows, quiet corners.
Visuals that promote positive emotions, kindness, and empathy.

✅ Checklist Table for Evaluating ECCE Centre Space & Materials

Category	Checklist Criteria	✅/❌
Safety & Hygiene	No sharp edges, choking hazards
	Clean toys, sanitized toilets
	Fire safety & first aid equipment present
Furniture & Accessibility	Child-sized chairs, tables, shelves
	Easy-to-access materials and labeled storage
Play Materials Variety	Art materials, building blocks, puzzles, sensory toys
	Books, musical instruments, nature items
Indoor Zones	Separate areas for reading, art, pretend play, and construction
	Soft flooring and quiet zones
Outdoor Play Area	Safe, shaded play equipment (swings, slides, sand area)
	Gross motor toys (balls, bikes)
Inclusivity & Learning	Multicultural toys and books
	Materials for differently-abled children
Emotional & Social Support	Group play materials (kitchen set, board games)
	Visuals promoting empathy, kindness, emotions

Conclusion:

An ideal ECCE environment is one that inspires creativity, ensures safety, and supports physical, cognitive, emotional, and social development. The checklist above can be used by educators, supervisors, and parents to ensure quality standards in play school settings.

Q7. Discuss any two methods of reaching out to parents to involve them in the activities of the child care centre.

Involving parents in the activities of a child care centre is essential for promoting the overall development of young children. When parents are actively engaged, children feel more secure, learning becomes consistent at home and school, and communication improves between caregivers and families. Here are two effective methods to reach out to parents:

1. Parent-Teacher Meetings and Open House Events

Description:
Regular parent-teacher meetings (monthly or quarterly) and open house days are structured ways to engage parents. These provide opportunities for teachers to share the child’s progress, strengths, areas of concern, and behavior in the classroom. It also allows parents to see the learning environment and participate in activities.

How It Helps:

· Builds trust and transparency between teachers and parents.

· Encourages parents to share their observations or concerns.

· Allows teachers to guide parents on how to support learning at home.

· Increases the parent’s sense of belonging to the child’s learning journey.

Example:
An open house with art exhibitions, storytelling sessions, or music performances can allow parents to see their child’s creativity and interact with other families.

2. Communication through Newsletters, Apps, and Notice Boards

Description:
Using weekly or monthly newsletters, mobile apps (like WhatsApp groups or childcare apps), and notice boards helps keep parents informed and engaged, even if they can’t visit regularly.

How It Helps:

· Keeps parents updated on upcoming events, activities, and themes.

· Shares photos, learning topics, or child milestones.

· Encourages parent participation in projects, celebrations, or donation drives.

· Bridges the gap between home and school learning.

Example:
A newsletter highlighting “This Month’s Theme – Fruits and Vegetables” can include tips for healthy snacks and invite parents for a fruit salad day.

Conclusion:
Building strong partnerships with parents through regular communication and involvement opportunities creates a nurturing, child-focused environment where learning is collaborative and joyful.

SECTION B

EXERCISE 4:

Observation of Child and Parent Interaction

EXERCISE 6:

Observation of a Child’s Behavior in Free Play

EXERCISE 7:

Activities for Matching and Conservation

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FREE IGNOU DECE-01 Organizing Child Care Services SOLVED ASSIGNMENT Jan–Dec 2025

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Submission Date :

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IGNOU Instructions for the DECE-01 Organizing Child Care Services Assignments

FREE IGNOU DECE-01 Organizing Child Care Services SOLVED ASSIGNMENT Jan–Dec 2025

Before attempting the assignment, please read the following instructions carefully.

1. Read the detailed instructions about the assignment given in the Handbook and Programme Guide.

2. Write your enrolment number, name, full address and date on the top right corner of the first page of your response sheet(s).

3. Write the course title, assignment number and the name of the study centre you are attached to in the centre of the first page of your response sheet(s).

4. Use only foolscap size paper for your response and tag all the pages carefully

5. Write the relevant question number with each answer.

6. You should write in your own handwriting.

GUIDELINES FOR IGNOU Assignments 2024-25

FREE IGNOU DECE-01 Organizing Child Care Services SOLVED ASSIGNMENT Jan–Dec 2025

You will find it useful to keep the following points in mind:

1. Planning: Read the questions carefully. Go through the units on which they are based. Make some points regarding each question and then rearrange these in a logical order. And please write the answers in your own words. Do not reproduce passages from the units.

2. Organisation: Be a little more selective and analytic before drawing up a rough outline of your answer. In an essay-type question, give adequate attention to your introduction and conclusion. The introduction must offer your brief interpretation of the question and how you propose to develop it. The conclusion must summarise your response to the question. In the course of your answer, you may like to make references to other texts or critics as this will add some depth to your analysis.

3. Presentation: Once you are satisfied with your answers, you can write down the final version for submission, writing each answer neatly and underlining the points you wish to emphasize.

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FREE IGNOU DECE -01 Organizing Child Care Services SOLVED ASSIGNMENT Jan–Dec 2025

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FREE IGNOU DECE-01 Organizing Child Care Services Solved Assignmnet Jan–Dec 2025

Language Development in the First Two Years

Stages Explained in Detail:

1. 0 to 3 Months – Reflexive Sounds and Early Listening

2. 4 to 6 Months – Babbling and Sound Play

3. 7 to 12 Months – First Words and Meaningful Use

4. 13 to 18 Months – One-word Speech (Holophrastic Stage)

5. 19 to 24 Months – Two-word Phrases and Early Grammar

Factors Influencing Language Development:

Conclusion:

(a) Understanding of Space

(b) Fine-Motor Development

(c) Socio-Emotional Development

(d) Development of Cause-and-Effect Relationship

1. Parent-Teacher Meetings and Open House Events

2. Communication through Newsletters, Apps, and Notice Boards

Observation of Child and Parent Interaction

Observation of a Child’s Behavior in Free Play

Activities for Matching and Conservation

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