Decalogue of Principles in the PLAN A+ are encouraged as guides for every education and care service rendered to stakeholders. Children learn best through their play and interaction with the home-school environment. (Inspired by Piaget, Vygotsky, and Dewey.) Principle 2: LEARNING PROGRESSION. Children develop and learn in an orderly sequence, moving from simple to more complex knowledge and skills and they do so at their own individual pace and timing. (Inspired by Gessell and Piaget.) Principle 3: TAILORED LEARNING. The individual child’s needs, interests, style and pace of learning must be respected and not sacrificed to group demands. (Inspired by Erikson, Dewey, Vygotsky and Gardner.) Principle 4: EDUCARE ROLES. Children thrive and learn best in environments with warm, nurturing and caring teacher-caregivers who perform a variety of roles to ensure that children grow and develop healthily and feel safe, respected, loved and happy. (Inspired by Dewey, Piaget, Vygotsky, and Erikson.) Principle 5: INCLUSIVE OF ALL. The curriculum ensures that the rights of all children, including those with special needs, are fully respected and appropriate adaptations made where necessary to ensure inclusion of all children in all activities. (Inspired by Piaget, Vygotsky, Gardner, and EFA Framework.) Principle 6: SRA INTEGRATION. Children learn best when the curriculum integrates content from various disciplines and skills from the developmental domains in a way that is consistent with their holistic view and experience of the world. (Inspired by Dewey, Piaget, Vygotsky, and ECCD Framework.) Principle 7: HOME-SCHOOL ENVIRONMENT. Effective early childhood learning environments are planned and organized to provide good balance in the children’s learning activities and to encourage children to pursue their individual interests as they interact with developmentally appropriate materials in a non-threatening like at home and in school. (Inspired by Montessori, Dewey, Vygotsky, Bronfenbrenner, and Piaget.) Principle 8: ASSESSMENT-CENTERED. Assessment of children should be carried out for the primary purpose of providing adults with the information they need to plan more appropriately for children’s ongoing development and should involve strategies that support rather than threaten children’s feelings of self-esteem. (Inspired by Vygotsky and Piaget.) Principle 9: STAKEHOLDERS’ COLLABORATION. Children benefit most from early childhood programs in which practitioners’ value and build supportive relationships with parents, guardians, and families. (Inspired by Piaget, Bronfenbrenner, and Vygotsky.) CONTINUOUS IMPROVEMENT. The education and care services are plan based on need, do it, check that it works, and act to correct any problems or improve performance for the benefit of the all the stakeholders. (Inspired by Deming, Juran, and OBEQA Framework.)
