Deped Inclusive education enhances approach in, Summaries of Pedology

Download Deped Inclusive education enhances approach in and more Summaries Pedology in PDF only on Docsity! Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide KINDERGARTEN January 31, 2012 K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 1 I. INTRODUCTION “The first years of life are important because what happens in early childhood can matter in a lifetime.” (Harvard, 2009) The Department of Education (DepEd) having been a strong advocate of early childhood education has implemented various programs for preschoolers for decades now. The Department further strengthens this through the inclusion of kindergarten in the K to 12 basic education curriculum in the country. DepEd believes Kindergarten is a transition stage between informal literacy and formal literacy (grade 1-12). This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self- esteem, vision of the world and moral foundations are established. Children at this stage should be immersed with activities, games, and plays to naturally acquire the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. According to National Association for the Education of Young Children (NAEYC) kindergarten is a critical year where children’s experiences nurture positive approaches to learning and prepare children for the more rigorous academic expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the learners using an engaging and creative curriculum that is developmentally appropriate. Republic ACT 10157 also known as the Kindergarten Education Act which was signed into law by President Benigno Aquino III on Jan. 20 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. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 4 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 and (3) learning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The following are the 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. 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. 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. 2. ON LEARNING PROGRAM DEVELOPMENT The following are the 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. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 5 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. 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. 3. ON LEARNING ASSESSMENT The following are the 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. 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 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, inqui ry -based and reflective, in order to be aligned with Developmentally Appropriate Practices, NELF and K to 12 Framework. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 6 B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1 : shows the developmental domains represented by the six 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 fully develop. These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes: (1) Physical Health, Well-being and Motor Development, (2) Social-Emotional Development, (3) Character and Values Development (4) Cognitive/ Intellectual Development (5) Language Development, and (6) Creative and Aesthetic Development. The following are the six domains. 1. Physical Health, Well-being and Motor Development refers to a child’s physical growth, health and safety, and the development of skills related to the use of large and small muscle groups. Domain 1: PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Sub-domain Benchmarks/expectation from 5 to 6 year-olds Physical Health • The child demonstrates adequate growth (weight, head circumference) • The child has adequate sensory systems to participate in daily activities. • The child has adequate stamina to participate in daily activities. Gross Motor Skills Development • The child shows control and coordination of body movements involving large muscle groups. Fine Motor Skills Development • The child can control and coordinate hand and finger movements. o Copies a simple pattern of different basic shapes o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc.) without prompts o Draws a house without prompts using geometric forms o Colors with strokes staying within the lines Personal Care and Hygiene • The child participates in basic personal care routines o Feeds self-using fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and tying o Wipes/Cleans him/herself after a bowel movement K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 9 o Sustains attention and concentration on a tabletop activity for 15-20 minutes o Can work on a school assignment with minimal supervision o Can work on a school assignment independently Higher-Ordered Mental Abilities (Concept Formation) • The child develops basic concepts pertaining to object constancy, space, time, quantity, seriation, etc. and uses these as the basis for understanding how materials are categorized in his/ her environment. o Can tell which is the left and right people facing him/her o Knows the difference between yesterday, today, and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of addition using finger or objects o Demonstrates concept of subtraction using fingers or objects Higher-Ordered Mental Abilities (Cause-Effect Relationships) • The child is able to understand the cause –effect relationships. Memory (Memory for Experiences: Episodic Memory) • The child is able to recall people he has met, events, and places he has been to. Memory (Memory for Concept-Based Knowledge: Semantic Memory • The child is able to store verbal information in short and long –term memory. o Can recite the days of the week with some errors o Remembers lessons learned in school even after several days have passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors Higher-Ordered Mental Abilities (Logical Reasoning) • The child is able to follow the logic of events (i.e., reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. o Knows that certain elements remain the same even if their positions changes o Able to predict what will happen next in a story o Can predict how a story will end half-way through Higher-Ordered Mental Abilities (Planning and Organizing) • The child is able to plan and organize a simple, familiar activity. o Can plan how he/she will carry out an activity without adult guidance Higher-Ordered Mental Abilities (Creative Thoughts) • The child is able to generate new ideas or concepts, or new associations between existing ideas or concepts. o Can draw things or scenes from experience but with no actual model or reference o Can draw or paint things that do not exist in real life Higher-Ordered Mental Abilities (Cognitive Flexibility) • The child is able to shift to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 10 5. Language Development refers to a child’s ability to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing and counting. Domain 5: LANGUAGE, PRE-READING AND PRE-MATH Sub-domain Benchmarks/expectation from 5 to 6 year-olds Receptive Skills Development • The child is able to understand both verbal and non-verbal forms of communication. Expressive Skills Development • The child is able to use words and gestures to express his thoughts and feelings. o Draw and tells a story about his drawing Pre-Reading and Pre-Math (Matching) • The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Rote Sequencing) • The child is able to recite the alphabet and numbers in sequence. o Sings the alphabet song perfectly o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds Pre-Reading and Pre-Math • The child is able to copy letters and numbers. o Prints complete name without model o Prints upper case letters with a model with no reversals (Copying Letters and Numbers) o Prints lower case letters with a model with some reversals o Prints numbers 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals o Prints numbers 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the child’s awareness of and development of their innate talent and creative skills. The domain includes music, visual arts, drama, dance and creative movements. This domain is a recent addition because it is recognized as equally important as the other five domains in the development of the young learner. Thus, the benchmarks and expectations particular to this domain are yet to be finalized. K TO 12 – KINDERGARTEN K to 12 Curriculum Guide - Kindergarten – version as of January 31, 2012 11 C. Component 3: The Curricular Themes Component 3 provides the curricular themes for integrating the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner. These curricular themes adheres to Brofenbenner’s Bio-ecological Theory, that defines “layers of environment, each having an effect on a child’s environment.” 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. Figure 2 The Curricular Themes Transition Paradigm Kindergarten Education generally addresses the different developmental domains of the 5-year olds. But, as mentioned earlier, the domains are amorphous or do not have shape; hence learning areas are identified. The learning areas transition the domain-based curriculum of kindergarten to the content-based curriculum of grade 1 to 12. This design allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains : CHARACTER AND VALUES DEVELOPMENT Strand Content Standards Performance Standards Social –Emotional Development  Kagandahang Asal Ang bata ay …  Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Ang bata ay inaasahang… • nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon • nakapagpapakita ng katapatan sa kanyang ginagawa  Nagkakaroon ng kaalaman ukol pakikipagkapwa • nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng mag- anak • nakapagpapakita ng pagmamahal at paggalang sa kapwa  Nagkakaroon ng kamalayan sa konsepto ng disiplina • nakatatanggap at naisasagawa ang mga itinakdang tungkulin • nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran  Nagkakaroon ng pagpapahalaga sa Panginoon • nakapagpapakita ng pagmamahal sa Panginoon  Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan • nakikisali nang may sigla sa mga pangkatang Gawain • nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin  Pagpapaunlad sa kakayahang sosyo-emosyunal  Nagkakaroon ng kaalaman sa sariling damdamin • nakapagpapahayag ng iba’t ibang damdamin sa tamang paraan • nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin • nakauunawa at nakapagpapakita ng sariling emosyon  Nakikilala at natatanggap ang • nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 15 emosyon ng ibang tao at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) • naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba • naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan /nakikiramay sa kalungkutan ng iba  Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda • nakapagsisimula ng laro • naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata • nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro  Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao • nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay Pamilya  Pagkilala sa sarili bilang kabahagi ng pamilya • nakikilala ang mga kasapi ng pamilya • nailalarawan ang iba’t-ibang bahagi ng bahay Paaralan  Pagkilala sa sarili bilang kabahagi ng paaralan • natutukoy ang mga tao sa paaralan • natutukoy ang mga lugar sa paaralan Pamayanan  Pagkilala sa sarili bilang kabahagi ng pamayanan • natutukoy ang mga katulong sa pamayanan(community helpers) • natutukoy ang mga lugar sa pamayanan Bansa  Pagkilala sa sarili bilang kabahagi ng bansa • naipapakita ang paggalang sa pambansang watawat at pambansang awit Domains: HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Strand Content Standards Performance Standards Physical Education and Health Health The learner…  acquires and practice sound health habits The learner… • demonstrates health habits that keep their bodies clean and sanitary.  acquires attitudes, knowledge, and skills about physical activity for maintaining physically fit lifestyles • shows sufficient energy to participate in daily activities (Physical Fitness) Safety  identifies and practices appropriate • demonstrate safety practices at home, in school, at the playground and K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 16 safety procedures the neighborhood. Physical Education  demonstrates fundamental gross motor skills properly • demonstrates locomotor skills such as walking, running, skipping, jumping climbing correctly • demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending correctly. • demonstrates receptive and projective (manipulative) skills such throwing, catching, kicking correctly  demonstrates competence in various fine motor skills • demonstrates fine motor skills such as cutting, writing, drawing, using spoon and fork correctly Sensory-perceptual  demonstrates sensory perceptual skills • demonstrates awareness of the position and movement of one’s body. (Body awareness) • demonstrates visual discrimination skills like, identifying same and different, missing parts, which does not belong (Visual Discrimination) • creates representations like shapes, letters, pictures (Form perception representations) Domains: CREATIVE AND AESTHETIC DEVELOPMENT Strand Content Standards Performance Standards Discovery The learner…  appreciates the beauty of nature The learner… • observes things and occurrences in nature • shows interest in examining various things found in nature Exposure  appreciates the different art forms (music, dance, drama and visual arts) • identifies the various art forms • demonstrates interest and enjoyment in viewing, and listening to artistic performances and works of art Evaluation  evaluates music, dance, drama and visual arts • chooses music, dance, drama and visual art that they prefer • describes the characteristics of music, dance, drama and visual art that they prefer Production  uses a variety of materials, tools, techniques and processes in the arts (music, dance, drama and visual art) • participates in the creation of music, dance, drama and visual art • creates visual arts using different materials • creates rhythm • responds to different beat, pitch, melody, dynamics, tempo, mood, dynamics using creative movement • role plays a story K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 19 Strand Content Standards Performance Standards SCIENCE Scientific Thinking and Practice The learner… • understands the processes of scientific investigations The learner… • uses observation and questioning skills in the science inquiry • asks and answers questions about surroundings and share findings with classmates • records observations and data with pictures, numbers and/or symbols People, Animals and Plants • knows the similarities and differences of living things • knows that living things are made up of parts that have specific functions • knows the changes in living things over time People • identifies the similarities and differences of people • identifies the body parts of living things and its specific functions • identifies the five senses and how they are used • uses the senses to observe surroundings and classifying objects observed • describes changes in people over time Animals • identifies the similarities and differences of animals • sorts animals according to shared characteristics(body covering, movement, habitat) • describes the basic needs of animals • identifies ways to care for animals Plants • identifies the similarities and differences of plants • sorts plants according to their shared characteristics • identifies the body parts of plants and its specific functions • describes basic needs of plants • describes changes in plants over time Earth (Weather) • knows that weather changes and that it affects people • observes the changes in weather • tells the different kinds of weather • describes clothes people wear according to the type of weather K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 20 References Copple, Carol and Bredecamp, Sue. eds. Developmentally Appropriate Practices in Early Childhood Program: Serving Children from Birth through age Eight., USA: National Association for the Education of Young Children (NAEYC), 2009. Curriculum Development Division- DepEd. Standards and Competencies for Five Year Filipino Children. Philippines: Department of Education, May 2009. Early Childhood Care and Development (ECCD) Council. National Early Learning Framework. Philippines: ECCD, 2011. Early Childhood Care and Development (ECCD) Council . Early Learning and Development Standards, Philippines: ECCD, 2011. Kostelnik, Marjorie et al. Developmentally Appropriate Curriculum: Best Practices in Early Childhood Education. USA: Pearson Education Inc., 2011 Philippine Senate. The Kindergarten Act. (Senate Bill 2700), 2011. K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 21 CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM KINDERGARTEN A. Writeshop on the Finalization of the Curriculum Standards Venue: RELC, Calabarzon Date: May 19-21,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Maria Rita Dacanay Lucas Head, Education Program Centro Escolar University 2. Nerisa Marquez Beltran Education Program Specialist DepEd, Central Office 3. Roderick Motril Aguirre Consultant Region 8, DepEd/PNU CESS/Benedictine Institute of Learning 4. Dante D. Vermon, Jr. Encoder/Teacher I A. F. G. Bernardino Memorial Trade School B. Workshop on the Review and Refinement of the K to 12 Curriculum Framework and Standards Venue: DAP,Tagaytay City Date: May 10-13,2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Maria Rita Dacanay Lucas Head, Education Program Centro Escolar University 2. Nerisa Marquez Beltran Education Program Specialist DepEd, Central Office 3. Roderick Motril Aguirre Consultant Region 8, DepEd/PNU CESS/Benedictine Institute of Learning 4. Dante D. Vermon, Jr. Encoder/Teacher I A. F. G. Bernardino Memorial Trade School C. Consultative Workshops for the Validation of the K to 12 Curriculum Framework and Standards K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 24 D. Workshop on the K to 12 Curriculum Mapping Venue: DAP, Tagaytay City Date: March 16 - 18, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Simeona Ebol CDD – BEE SECRETARIAT NAME DESIGNATION 1. Rachelle C. Fermin DepEd 2. Prescy Ong DepEd 3. Magdalena Mendoza DAP 4. Tristan Suratos DAP 5. Kimberly Pobre DAP 6. Cristina Villasenor DAP 7. Lani Garnace DAP 8. Kidjie Saguin DAP 9. Maria Boncan Accountant, DepEd 10. Daylinda Guevarra Accountant, DepEd 11. Fenerosa Maur Accountant, DepEd 12. Divina Tomelden Accountant, DepEd 13. Nilva Jimenez Disbursing Officer, DepEd FACILITATORS/ SUPPORT TEAM NAME DESIGNATION 1. Irene C. De Robles CDD – BEE 2. Jose Tuguinayo, Jr. CDD – BSE 3. Marivic Abcede CDD – BSE 4. Mirla Olores SPED – BEE 5. Simeona Ebol CDD – BEE 6. Fe Villalino SDD – BEE K TO 12 - KINDERGARTEN K to 12 Curriculum Guide Science – version as of January 31, 2012 25 ADVISORY TEAM NAME DESIGNATION 1. Usec. Yolanda S. Quijano Undersecretary, DepEd OSEC 2. Dr. Lolita Andrada Director, BSE – DepEd, Pasig 3. Dr. Angelita Esdicul Director, BEE – DepEd, Pasig 4. Dr. Ricardo de Lumen OIC, Director III – Tech Voc, DepEd 5. D. Paraluman R. Giron Chair, K – 10 TWG 6. Dr. Avelina T. Liagas Consultant, TEC, DepEd 7. Dr. Dina Ocampo Dean, COE, UP Diliman 8. Dr. Ester Ogena President, PNU 9. Dr. Brenda B. Corpuz Technical Adviser to the Office of USEC, Pograms and Standards 10. Dr. Dennis Faustino Headmaster, SMS Sagada, Mt. Prov. 11. Dr. Merle Tan Director, UP – NISMED 12. Dr. Cristina Padolino President, CEU 13. Mr. Napoleon Imperial CHED 14. Diane Decker Consultant, MTB – MLE 15. Dr. Nelia Benito Director, NETRC 16. Dr. Socorro Pilor Director, IMCS 17. Dr. Beatriz Torno Executive Director, TEC 18. Dr. Carolina Guerrero Director, BALS 19. Dr. Irene Isaac Director, TESDA 20. Dr. Imelda Taganas Director, TESDA