Kindergarten Education Act and Standards, Philippines, 2012-2024 PDF

The Kindergarten Education Act and The Standards and Competencies for Five- Year Old Filipino Children The Kindergarten Education Act What is Kindergarten  Republic Act 10157 Education Act?  Also known as the Kindergarten Education Act which was signed into law by Pr...

The Kindergarten Education Act and The Standards and Competencies for Five- Year Old Filipino Children The Kindergarten Education Act What is Kindergarten  Republic Act 10157 Education Act?  Also known as the Kindergarten Education Act which was signed into law by President Benigno Aquino III on January 20, 2012.  This law makes kindergarten “the first stage of compulsory and mandatory formal education.” For public schools, the kindergarten education program will be free of tuition and other school fees.  With the Kindergarten Education Act, the kindergarten education program will be comprised of one year of preschool education for children aged five and above.  The act also pushes for the conceptualization and development of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches are always in line with modern trends in and issues on education. Section 1 Short Title: "Kindergarten Education Act" Section 2 Declaration of Policy: In consonance with the Millennium Development Goals on achieving Education for All (EFA) by the year 2015, it is hereby declared the policy of the State to provide equal opportunities for all children to avail of accessible mandatory and compulsory kindergarten education that effectively promotes physical, social, intellectual, emotional and skills stimulation and values formation to sufficiently prepare them for formal elementary schooling. This Act shall apply to elementary school system being the first stage of compulsory and mandatory formal education. Thus, kindergarten will now be an integral part of the basic education system of the country. Kindergarten education is vital to the academic and technical development of the Filipino child for it is the period when the young mind's absorptive capacity for learning is at its sharpest. It is also the policy of the State to make education learner-oriented and responsive to the needs, cognitive and cultural capacity, the circumstances and diversity of learners, schools and communities through the appropriate languages of teaching and learning. Section 3 Definition of Terms: (a)DepEd shall refer to the Department of Education; (b) BEE shall refer to the Bureau of Elementary Education; (c) Kindergarten education shall be understood in this Act to mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade I; and (d) Mother tongue refers to the language first learned by a child. Section 4 Institutionalization of Kindergarten Education: Kindergarten education is hereby institutionalized as part of basic education and for school year 2011-2012 shall be implemented partially, and thereafter, it shall be made mandatory and compulsory for entrance to Grade 1. Section 5 Medium of Instruction: The State shall hereby adopt the mother tongue-based multilingual education (MTB-MLE) method. The mother tongue of the learner shall be the primary medium of instruction for teaching and learning in the kindergarten level. However, exceptions shall be made to the following cases: (a) When the pupils in the kindergarten classroom have different mother tongues or when some of them speak another mother tongue; (b) When the teacher does not speak the mother tongue of the learners; (c) When resources, in line with the use of the mother tongue, are  The Standards and Competencies for Five-Year Old Filipino Children What is the Kindergarten Framework? What is the Kindergarten Framework?  The Kindergarten Curriculum Framework draws from the principles and goals of the K to 12 Philippine Basic Education Curriculum Framework. It is likewise aligned with National Early Learning Framework (NELF).  It clearly depicts the developmental tasks and milestones of 5 to 6 year-olds and how educators can guide them to develop holistically.  The framework is composed of two parts: A. The rectangular figures show the teaching- learning theoretical bases, beginning with the comprehensive Developmentally Appropriate Practices (DAP), then moving up to the principles and leading to the approaches. B. The circle consists of three main components: (1) Developmental Domains (2) Learning Areas, and (3) Curricular Themes At the center is the Filipino child who is envisioned to be functionally literate and A. Principles  A developmentally appropriate curriculum is one that is age- appropriate, individually appropriate and socio-culturally appropriate ( NAEYC, 2009). This Kindergarten framework considers the developmental benchmarks of Filipino five- year-olds, recommends the use of strategies that address needs and interests of the learners, and uses the mother tongue as medium of instruction.  Kindergarteners are constantly developing in the different domains (cognitive, language, physical, creative and aesthetic, socio-emotional, and values and character). The National Early Learning Framework (NELF), formulated by the Early Childhood Care and Development Council, views the Filipino Child as the most important asset of the nation. NELF furthers its view of the Filipino Child as a human being who loves God, parents, and country; is proud to be a Filipino; honors the customs ,  Thus beginning at an early age the child must be cared for and given all the opportunities to address current developmental needs and prepare him/her for lifelong learning. Kindergarten classrooms, therefore, should multi-level because kindergarteners will differ in their development in each domain.  The following are situations that a kindergarten teacher should put to mind: 1. every classroom is a multi-level classroom 2. every teacher is a multi-level facilitator 3. every learner is unique 4. every learner has particular intelligence or intelligences 5. every learner has his/her own learning styles 6. every learner has his/her own particular needs a. cognitive b. physical c. socio- emotional 7. every learner has his/her own particular wants and interests 8. every learning has a right to develop uniquely from the others  This framework upholds the sixteen (16) general principles of the NELF as guides on (1) child growth and development (2) learning program development (3) learning assessment development ON CHILD GROWTH AND DEVELOPMENT General guiding principles on child growth and development: 1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an innate desire to learn and is best done through meaningful and real experiences. ON CHILD GROWTH AND DEVELOPMENT 2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults. 3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and responsive manner. ON CHILD GROWTH AND DEVELOPMENT 4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies. 5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community including cultural and religious beliefs. ON LEARNING PROGRAM DEVELOPMENT General guiding principles on learning program development: 6. The learning program is child centered. It promotes the holistic way by which young children grow and develop; and recognizes the role of families and communities to support the child through various stages of growth and development. ON LEARNING PROGRAM DEVELOPMENT 7. The learning program is appropriate for developing the domains of development identified in the NELF; and must sustain interest in active learning of all young children including those with special abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/video clips for learning areas. ON LEARNING PROGRAM DEVELOPMENT 9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged. 10. The mother tongue shall be used as the child’s language of learning in the early years and shall be recognized as a bridge language of learning. ON LEARNING ASSESSMENT General guiding principles on learning assessment development: 11. Assessment is done to monitor learning, know where the child and inform parents of the child’s progress. 12. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement. ON LEARNING ASSESSMENT 13. Assessment is best conducted on a regular basis so that a timely response may be made to improve learning areas. 14. The results of the assessment of learning of a child shall be kept strictly confidential. ON LEARNING ASSESSMENT 15. Ratings should be qualitative/descriptive and not only numerical. 16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and partnerships  The framework espouses teaching-learning approaches that are constructivist, integrative, thematic, collaborative, inquiry-based and reflective, in order to be aligned with Developmentally Appropriate Practices, NELF and K to 12 Framework. B. Components Component 1: Developmental Domains and Benchmarks/Expectations  Shows the developmental domains represented by the seven interlocked ellipses. They are arranged to form a flower in order to emphasize Erikson’s epigenetic principle. This principle states that development happens through a gradual unfolding. The child is seen as being in the process of blossoming, a little like a rose bud, that should not be hurried, lest it loses its chance to  Developmental Domains refers to specific aspects of growth and changes in children. These are represented by the ellipses to show interconnectedness in the holistic development of children.  The contents of each developmental domains are defined by learning experiences, as follows: 1. Socio-Emotional Development (Pagpapaunlad ng Sosyo-Emosyonal at Kakayahang Makipamuhay) 2. Values Developments (Kagandahang Asal) 3. Physical Health and Motor Development (Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor) 4. Aestheric/Creative Development (Sining) 5. Mathematics 6. Understanding of the Physical and Natural World 7. Language, Literacy, and Communication 1.Socio-Emotional Development (Pagpapaunlad ng Sosyo-Emosyonal at Kakayahang Makipamuhay) Children are expected to develop emotional skills, basic concepts pertaining to her/himself, how to relate well with other people in his/her immediate environment, demonstrate awareness of one’s social identity, and appreciate cultural diversity among the school, community, and other people. 2. Values Development (Kagandahang Asal) Children are expected to show positive attitudes, self-concept, respect, concern for self and others, behave appropriately in various situations and places, manifest love of God, country, and fellowmen. 3. Physical Health and Motor Development (Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor) Children are expected to develop both their fine and gross motor skills to be efficient and effective movers when engaging in wholesome physical and health activities. They are also expected to acquire an understanding of good health habits and develop awareness about the importance of safety and how they can prevent danger at home, in school, and in public places. 4. Aestheric/Creative Development (Sining) Children are expected to develop their aesthetic sense and creative expression through drawing, painting, and manipulative activities. It also involves the love and pursuit of beauty in art, music, and movement, and creates opportunities for the creative expression of emotions, thoughts, feelings, and ideas. 5. Mathematics  Children are expected to understand and demonstrate knowledge, thinking skills, and insights into patterns of mathematics, concepts of numbers, length, capacity, mass, and time through the use of concrete objects or materials, and to apple these meaningfully in their daily experiences. Children are provided with varied manipulative activities to help them see relationships and interconnections in math and enable them to deal flexibly with mathematical ideas and concepts. 6. Understanding of the Physical and Natural Environment  Children are expected to demonstrate a basic understanding of concepts pertaining to living and nonliving things, including weather, and use these in categorizing things in his/her environment. They are also expected to acquire the essential skills and sustain their natural curiosity in their immediate environment through exploration, discovery, observation, and relate their everyday experiences using their senses. 7. Language, Literacy, and Communication  This domain provides opportunities on early literacy learning for self-expression through language using the mother tongue or the child’s first language.  Children are expected to develop communicative skills in their first language. They are also expected to develop more positive attitudes toward reading, writing, and to view themselves as effective users and learners of language. Component 3: The Curricular Themes  It provides the curricular themes for integrating the five (5) learning areas to develop the domains for the holistic and functional development of the kindergartner. These curricular themes adheres to Brofenbrenner’s Bio-ecological Theory, that defines “layers of environment, each having an effect on a child’s 1. Myself – concepts and ideas that help the learners understand himself/herself better so that he/she will develop as an individual. 2. My Family – concepts, ideas, practices that guides the child to be responsible and proud of himself and his family 3. My School – concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel and other members of the school. 4. My Community– concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will become functional and responsive member of the community. 5. More Things Around Me – all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the leaner. Overall Goal and Outcomes for A Five-Year-Old Filipino Children A. Overall Goal  Five-year old Filipino children will be prepared for life. B. Outcomes By the end of the KINDERGARTEN year, children are expected to be: A. effective communicators in their mother tongues; B. healthy and physically active; C. respectful, honest, God-loving; D. proud of themselves, their family, culture, heritage and country; E. creative and appreciative of the arts, and caring of the environment; F. inquisitive, enthusiastic and engaged learners. Questions? Activity Time Task:  Form 6 groups. (Choose your own group)  Research and Read Matatag Curriculum Framework (Kindergarten). Compare and contrast its similarities and differences to our recent discussion.  Creatively make a Venn Diagram/ tables/other creative diagrams to present your ideas.  Upload your output in our LMS on Friday, August 30, 2024.  Presentation of work will follow next meeting, Rubric:  Content of the Presentation - 15 %  Organization of Ideas - 5%  Creativity of the Diagram - 5%  Presentation of Work - 5% 30 pts. THANK YOU For Listening!