Kindergarten Education Act Overview

The Kindergarten Education Act

• Known as Republic Act 10157, signed into law on January 20, 2012, by President Benigno Aquino III.
• Establishes kindergarten as the first stage of compulsory and mandatory formal education in the Philippines.
• Public kindergarten programs are tuition-free.
• Designed for children aged five and above, consisting of one year of preschool education.
• Aims to enhance teacher training programs to align with modern educational trends.

Declaration of Policy

• Supports the Millennium Development Goals, aiming for Education for All (EFA) by 2015.
• Ensures accessible and mandatory kindergarten education promoting holistic development (physical, social, intellectual, emotional).
• Kindergarten becomes integral to the country’s basic education system.
• Emphasizes learner-oriented education tailored to cognitive and cultural diversity through appropriate languages.

Institutionalization and Medium of Instruction

• Kindergarten institutionalized in the elementary school system; partially implemented in SY 2011-2012, becoming mandatory thereafter.
• Mother tongue-based multilingual education (MTB-MLE) method adopted as the primary medium of instruction, with exceptions for diverse classrooms and teacher proficiency.

Kindergarten Framework

• Aligned with K to 12 Philippine Basic Education Curriculum and National Early Learning Framework (NELF).
• Illustrates developmental tasks for 5 to 6-year-olds, fostering holistic development through effective educator guidance.
• Contains components: Developmental Domains, Learning Areas, and Curricular Themes, emphasizing the learner's central role.

Principles of Developmental Appropriateness

• Curriculum must be age-appropriate, individually suitable, and culturally relevant.
• Addresses developmental benchmarks, incorporating mother tongue as the instructional medium.
• Recognizes progress across various domains: cognitive, language, physical, creative, socio-emotional, and values/character.
• Highlights the significance of early childhood development for lifelong learning and recognizes uniqueness in each child's learning journey.

General Principles of Growth and Development

• Every child is unique, with growth patterns varying individually; early years as crucial for development.
• Growth is interrelated; a nurturing environment fosters healthy relationships and development.
• Involvement of family and community is essential in supporting children’s early educational outcomes.

Teaching-Learning Approaches

• Advocates constructivist, integrative, thematic, collaborative, inquiry-based, and reflective methods.
• Emphasizes developmentally appropriate practices aligning with NELF and K to 12 frameworks.

Components of Developmental Domains

• Socio-Emotional Development: Building emotional skills, self-awareness, and cultural appreciation.
• Values Development: Encouraging positive attitudes, respect, and love for family, country, and God.
• Physical Health and Motor Development: Ensuring physical wellness and motor skill enhancement.
• Aesthetic/Creative Development: Fostering creativity and appreciation for the arts.
• Communication and Language: Developing proficiency in language and literacy.
• Understanding Natural World: Encouraging curiosity about physical and natural phenomena.

Curricular Themes

• Myself: Self-awareness and individual development.
• My Family: Responsibility and pride in family connection.
• My School: Social interaction and participation in the school community.
• My Community: Understanding community roles and responsibilities.
• More Things Around Me: Additional concepts related to diverse cultural interests.

Overall Goal and Expected Outcomes

• Preparing five-year-old Filipino children for life through holistic education.
• Expected outcomes include effective communication, physical health, respectfulness, cultural pride, creativity, environmental care, and inquisitive nature by the end of kindergarten.