New National Kindergarten Curriculum

Here's a guide copy of the new national kindergarten curriculum in the Philippines. This copy is presented by Simeona T. Ebol, Chief of the Curriculum Development Division BEE, DepEd on May 2011. Topics:

• Process of Curriculum Development
• The Curriculum Standards with Competencies for 5 year-old Filipino Children
• The 40-Week National Kindergarten Curriculum Guide

The Process of Curriculum Development

• Diagnosis of Needs
• Formulation of Objectives
• Selection of Content
• Selection of Learning Experiences
• Organization of Learning Experiences
• Determination of what and how to evaluate
  

The Curriculum Standards with Competencies for 5-year old Filipino Children (Kindergarten)

To address commitment to R.A. 8980, E.O. 349 and E.O. 685, one of the major thrusts of the Department is to provide quality preschool education services to all five-year old Filipino children. Looking ahead to the 21st Millennium Development Goals, providing standard instructional materials starting with the Kindergarten teachers, is deemed necessary. Cognizant of this, it is therefore important that kindergarten teachers should have a variety of opportunities deemed useful in creating appropriate learning activities that would prepare the children spiritually, socially, emotionally, physically and intellectually making them feel that learning can be pleasant, meaningful and enjoyable.

The Standards and Competencies for Five-Year Old Filipino Children have been purposely formulated to guide the kindergarten teachers in developing the motor; social, expressive language and other readiness skills of the young learners. It consists of the list of standards categorized by domains/sub-domains, components, and developmentally-appropriate competencies/indicators. Each matrix of the different domains is assigned with competencies/indicators appropriate for the five-year old Filipino children. Some areas are expressed Filipino. This will serve as shopping list of skills expected to be developed that could prepare the child for formal instruction in Grade I.

The kindergarten teachers are advised to maximize the wholistic utilization of the standards and competencies with observance of the different developmental domains in executing their daily planned activities.

In managing the blocks of time they are encouraged to make use of the different creative methodologies through local songs, rhymes, games, dances, stories, movements/play activities and other indigenous materials necessary to enrich the competencies. Teachers know best their pupil's ability and span of attention while developing each specific skill/objective. Therefore, utilize this material as effectively as possible to ensure pupils readiness not only for formal academic work, but also for life.

What to Expect in Each Domain

The standards are divided into five domains/learning areas expressed in specific objectives.

1. Kagandahang Asal (Values Education)

This domain recognizes the importance of interpersonal relationships. Children are expected to demonstrate positive self-concept, respect and concern for self and others, how to follow and behave appropriately in various situations and places, love of God, country, and fellowmen.

2. Kalusugan Pisikal at Pagpapaunlad sa Kakayahang Motor (Physical Health & Motor Development)

In this domain, children are expected to develop both their fine and gross motor skills to be able to engage in wholesome physical and health activities.

3. Pagpapaunlad sa Kakayahang Sosyo-Emosyunal (Social & Emotional Development

Children are expected to develop social and emotional skills to relate well with others and appreciate cultural diversity among the school, community and other people.

4. Cognitive Development

This domain focuses on the challenging exploration of the child's thoughts, memory, language and intelligence. It is primarily concerned with the development of creative and critical thinking skills. Children are expected to develop readiness and basic cognitive skills pertaining to size, length, volume and time including following logic of events.

5. Language, Literacy and Communication

This domain provides opportunities for expressive learning and language development. Children are expected to develop communicative skills in their mother tongue, Filipino and English.

Talaan ng Mga Pamantayan (List of Standards)

I. Kagandahang Asal

Ang bata ay:

1. nakapagpakita ng paggalang sa sarili sa lahat ng pagkakataon
2. nakapagpakita ng katapatan sa kanyang ginagawa
3. nakakapagpakita ng pagmamahal at paggalang sa mga kasapi ng mag-anak
4. nakakapagpakita ng paggalang at pagmamahal sa kapwa
5. nakakatanggap at naisasagawa ang mga itinakdang tungkulin
6. nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran
7. nakapagpapakita ng pagmamahal sa Panginoon
8. nakapagpapakita ng pagmamalasakit sa kapwa
9. nakikisali nang may sigla sa mga pangkatang gawain
10. nakapagpapakita ng pagmamahal at pagmamalaki sa sariling bansa/bayan

II. Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor

Ang bata ay:

1. nakapagpapakita ng sapat na lakas na magagamit sa pagsali mga pang-araw-araw na gawain
2. nakapagpapakita nang maayos na koordinasyon ng mga galaw ng katawan
3. nakagagamit ng mga kamay at daliri nang maayos
4. nakapagsasagawa ng mga pangunahing kasanayan sa pansariling kalinisan
5. nakapagsasagawa ng pangangalaga sa sarili upang maiwasan ang kapahamakan

III. Pagpapaunlad sa Kakayahang Sosyo-Emosyonal

Ang bata ay:

1. nakapagpapahayag ng iba't ibang damdamin
2. nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin
3. nakauunawa at nakapagpapakita ng sariling emosyon
4. nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy)
5. nakapagpapahiwatig ng kaalaman tungkol sa sarili at mga gawain ng mga tao sa kanyang kapaligiran
6. nakapag-uugnay ng magandang relasyon sa kanyang tagapag-alaga, mga nakatatanda, at kapwa bata
7. natututo ng positibong pakikipag-ugnayan, pakikisalamuha sa mga nakakatanda
8. nakikipaglaro at positibong nakikisalamuha sa ibang bata.
9. nakakikilala at naigagalang ang mga pagkakapareho at pagkakaiba ng tao, wika at kultura
10. nakakakuha ng sosyal na palatandaan sa kanyang kapaligiran upang maiangkop ang kanyang mga kilos

IV. Cognitive Development

A. Sensory-Perceptual Development

A child is able to:

1. name basic attributes of objects and uses these as the basis of classifying and arranging objects in sequence in his/her environment
2. understand cause and effect relationships
3. develop basic concepts pertaining to the physical and natural environment
4. demonstrates awareness of his social identity

B. Language, Literacy and Communication

A child is able to:

1. distinguish different types of sounds and respond accordingly
2. express one's feelings, thoughts, ideas
3. increase his/her vocabulary for describing observations
4. demonstrate reading readiness skills
5. comprehend simple text and share one's thoughts and ideas from picture books and experiences with others
6. copy and write simple words

C. Mathematics

A child is able to:

1. develop basic concepts pertaining to quantity, time and space
2. understand numbers and demonstrate knowledge in identifying and manipulating numbers up to 10
3. understand and perform addition and subtraction
4. know the concepts of length, mass and capacity/volume

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