INTRODUCTION

Republic Act 10157, or ‘The Kindergarten Education Act’ made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2 of this Act provides that all five-year-old children shall be given equal opportunities for kindergarten education to effectively promote their physical, social, emotional, and intellectual development, including values formation, so they will be ready for school. The Department of Education (DepEd) believes that Kindergarten is the transition period from informal to formal literacy (Grades 1 –12), considering that age five is within the critical years in which positive experiences must be nurtured to ascertain school readiness. Extensive research has shown that this is the period of greatest growth and development, during which the brain continuously develops most rapidly and almost at its fullest. It is also the stage when self-esteem, vision of the world and moral foundations are established, and their mind’s absorptive capacity for learning is at its sharpest. Teachers/ parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners in an engaging, creative, and child-centered curriculum that is developmentally appropriate and which immerses them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by exploring their environment, as they are encouraged to create and discover, which eventually leads them to becoming willing risk takers and ready to tackle formal school work.

Section 5 of said Republic Act also states the adoption of the Mother Tongue-Based Multilingual Education (MTB-MLE). Therefore, the mother tongue of the learner shall be the primary medium of instruction for teaching and learning in Kindergarten.

Framework

The Kindergarten Curriculum Framework (KCF) draws from the goals of the K to 12 Philippine Basic Education Curriculum Framework and adopts the general principles of the National Early Learning Framework (NELF). Kindergarten learners need to have a smooth transition to the content-based curriculum of Grades 1 to 12.

The items in rectangles in Figure 1 show the theoretical bases for teaching-learning in the early years, which are founded on constructivism, integrative, thematic, collaborative, inquiry–based, and reflective teaching in play-based approaches with application of Developmentally Appropriate Practices (DAP). These support the principles of child growth and development, and the learning program development and assessment.

The circles, on the other hand, signify the system of how Kindergarten Education is to be employed. The interlocked ellipses represent the learning domains that have to be nurtured and equally imparted to holistically develop children. It also forms a flower that portrays the gradual unfolding but steady development, as is expected of every child. The child is seen as being in the process of blossoming – like a flower bud whose development should not be forced lest it lose its chance to fully mature. The domains are enclosed by the Learning Areas children will meet in Grade 1 onward, for which they are being prepared. The outermost layer indicates the Curricular Themes upon which the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed. It has been crafted using the thematic or integrative approach to curriculum development in a spiraling learning process. This approach employs integrative and interactive teaching-learning strategies as well as child-centered learning experiences.

DEVELOPMENTAL DOMAINS (and what to expect in each)

 ‘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 domain are defined by learning expectations, as follows:

1. Socio-Emotional Development (Pagpapaunlad ng Sosyo-Emosyunal at Kakayahang Makipamuhay) - Children are expected to develop emotional skills, basic concepts pertaining to himself/herself, how to relate well with other people in his/her immediate environment, demonstrate awareness of his/her 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, and manifest love of God, country, and fellowmen.

3. Physical Health & 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 their awareness about the importance of safety and how they can prevent danger at home, in school, and in public places.

4. Aesthetic/Creative Development (Sining) – Children are expected to develop their aesthetic sense and creative expression through drawing, painting, and manipulative activities. Aesthetic development 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 apply 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 (touch, sight, smell, taste, and hearing).

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.

CURRICULAR THEMES

The outer circle of the KCF corresponds to the interrelatedness of the learning domains, which dictates the way to approach implementation. The daily activities prescribed in the Kindergarten Curriculum Guide (KCG) or the Teacher’s Guide is designed as learner centered, inclusive, and developmentally appropriate to employ an integrative and interactive approach in developing the competencies focusing on the themes shown in Figure 2. The child and brain development principles were the bases of the selection of content, concepts, and skills, as well as the learning activities. Developmentally appropriate practices considered the developmental tasks that five-year-olds, in general, could tackle at a specific time, and in a specific sequence. Thus, these curricular themes adhere to Bronfenbrenner’s Bio-ecological theory that defines “layers of environment, each having an effect on a child’s holistic development.”

1. Myself - concepts and ideas that help learners understand himself/ herself better so that he/she will develop as an individual

2. My Family - concepts, ideas, practices that guide the child to be responsible and proud of himself/herself and his/her 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, and other school personnel

4. My Community - concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will a become functional and responsive member of the community

     5. More Things Around Me - all other concepts, ideas, practices, situations, and

         responsibilities beyond themes 1 to 4, but which may be relevant to the

         community, culture, and interest of the learner.

Kindergarten follows a class program known as the Blocks of Time. Following the daily routine helps children feel safe while supporting and encouraging them to take risks and work cooperatively with others. The Kindergarten teacher observes and documents children’s learning as they are involved in the learning activities. Many outcomes of Kindergarten curriculum are reinforced once daily routines are practiced. This system of organizing the children’s learning experiences can be appropriately contextualized in relation to the social and cultural realities in their community.

·         Arrival Time 10 minutes- period of individual, peer or group exploration of the different play areas or activity centers in the classroom while waiting for the other children to arrive. Fine motor skills such as scribbling, drawing, building with blocks, molding figures using playdough Language literacy and communication skills such as using greetings and polite expressions Socio-emotional skills such as autonomy, working with others, and self-regulation.

·         Meeting Time 1 10 minutes- Introductory or preparatory activities for the day which include: recitation (e.g., prayer, songs, etc.) teacher-led physical exercises  class circle for teacher-guided Language, Literacy, and Communication Skills such as following instructions, expressing ideas, participating in conversations or discussion.

·         Work Period 1 45 minutes Children work in small groups, in pairs, or individually on either teacher-assigned or child-initiated activities. Numeracy skills such as recognizing and writing numerals, comparing quantities, etc. Work and Study Skills such as ability to accomplish tasks within allotted time, ability to stay focused.

·         Meeting Time 2 10 minutes - The children are once again gathered by the teacher as a whole group. Also a time to prepare for washing hands before eating snacks. Language, Literacy, and Communication Skills such as following instructions, recalling information.

·         Recess 15 minutes- Nourishing break for the learners. Proper etiquette for eating will be part of the teachers’ instruction as this break is facilitated. Personal Autonomy or self-help skills (feeding self, use of utensils, etc.) Fine motor skills such as opening lids and containers

·         Quiet Time 10 minutes- During this time, children can rest or engage in relaxing activities. Following instructions.

·         Stories/ Rhymes/ Poems/ Songs 15 This is a teacher-guided interactive read-aloud activity for stories, rhymes, poems, or songs. Language, Literacy and Communication Skills such as recalling story details, relating personal experience to story events, etc.

·         Work Period 2 40 minutes- Children work in small groups, in pairs, or individually on either teacher-assigned or child-initiated activities. Cognitive Skills e.g. identifying attribute of objects match, sort, arrange objects in sequence according to a specific attribute; reasoning and problem-solving skills.

·         Indoor/Outdoor Games 20 minutes- Activities include sports, simple athletics, movement activities, and outdoor games. Gross and Fine Motor Skills such as balancing, running, throwing, catching Receptive and Expressive Language Skills such as following instructions, etc.

·         Meeting Time 3 5 minutes- Children are given time to pack away. Teachers synthesize the children’s learning experiences. Reminders and learning extensions are also given during this period. Language, Literacy and Communication Skills such as expressing feelings, describing experiences, following instructions, etc. Self-help skills such as packing own things, return things to the proper place, etc.

Checklists are used to keep track of and record the learners’ competencies such as knowledge, understanding, skills, attitudes and behaviors while the children are learning. Target competencies are listed in logical order, with similar and related items grouped together. Typically, teachers put a check (9) to indicate the presence and demonstration of behaviors, skills, and concepts mastered, or a cross (x) to indicate an absence of them. Teachers accomplish the checklists based on their day to day observations of the learners as they perform daily activities or assigned tasks in the different blocks of time. Checklists do not have to be completed in the day or week they began but can be completed progressively over a period of time. The Philippine ECD checklist is administered twice a year (beginning and end of the year) to evaluate Kindergarten learners’ competencies in different domains.