Even though previous research points the effectiveness Jesus’ use of parables as a pedagogical technique, there is limited research regarding other strategies he used.. The study therefore, explores the educational principles inherent in Jesus Christ’s pedagogical techniques and their implications for implementing the early childhood curriculum. The four New Testament Gospels (Matthew, Mark, Luke and John) translated into English from the original Greek are primary sources for this study. Documentary analysis procedure was used to unearth the teaching strategies of Jesus Christ. The study revealed that Jesus used various forms of instructional strategies. On many occasions he used parables, questions and poetry to achieve his teaching goals such as critical thinking, internal change and harmonious living. Even though he had frequent interactions with individuals and small groups, he also lectured large crowds. Though, he hardly ever used re-enactment as a teaching technique, he used it with such dexterity that it has become an essential teaching tool for his followers. His private and public use of prayer gave his learners content but also a model to follow. For learning in the affective domain he used apprenticeship. By the means of humour and silence, he modeled both how to teach and how to live. It was recommended to early childhood teachers to use teaching techniques which would help promote effective learning among the children. Finally, it was recommended to the teachers to be conversant with the kindergarten curriculum and to see to it that children-centered methods are employed to enhance effective teaching and learning in kindergarten classrooms.
Keywords: Dexterity, Flurry, Pedagogical Techniques, Shred of Doubt, Sync And Re-Enactments
