1. National Kindergarten Education Curriculum Guide for Teachers

2. Curriculum Standards and Competencies for 5 year-old Filipino Children Commitments to : • R.A. 10157 • 21st Millennium Development Goals - to create 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

3. Curriculum Standards and Competencies for 5 year-old Filipino Children • Aims to guide the kindergarten teachers in developing the motor, social, expressive language and other readiness skills of the young learners. • Consists of the list of standards categorized by domains/sub-domains, components, and developmentally-appropriate competencies/indicators.

4. Curriculum Standards and Competencies for 5 year-old Filipino Children • Each matrix of the different domains is assigned with competencies/indicators. • Serves as a shopping list of skills expected to be developed that could prepare the child for formal instruction in Grade 1

5. Learning Domains • Physical Health and Well-being • Motor Development • Mathematics • Language and Literacy • Sensory Perceptual • Physical and Social Environment • Character and Values Development, and • Socio-emotional Development

6. Development of NKCG Standards Curriculum NKCG

7. National kindergarten Curriculum Guide (NKCG) • One of the major challenges that kindergarten teachers face with the mandatory opening of kindergarten classes in the public school is the understanding of the content and objectives of the curriculum consistent with universally accepted norms and conduct. This is important to ensure that young children are getting the appropriate preparation for school work that will determine their abilities to thrive during the earlier part of their lives.

8. National kindergarten Curriculum Guide (NKCG) • The NKCG provides play and activity-based learning episodes designed to render five-year old Filipino children everyday meaningful learning experiences. It takes into account the principle of how young children learn and that because we believe they learn differently so they must be taught in an age- and culturally-appropriate way. The medium of instruction has to be the child’s first language or his/her mother tongue.

9. National kindergarten Curriculum Guide (NKCG) • It has been crafted using the thematic or integrative approach to curriculum development in spiraling learning process. This approach employs an integrative and interactive teaching-learning strategies as well as child-centered learning experiences. In this manner, the child acquires knowledge and develops socio-emotional values while enjoying or playing the games, exploring his physical abilities, and learning to get along with others.

10. National kindergarten Curriculum Guide (NKCG) • The curriculum is anchored from a five-year old theoretical framework, chunks into thematic webs or content outline, weekly plans and class structure of the day. Weekly plans provide budget of work which outline the focus lessons for the week and day’s expressions, learning experiences, poems, rhymes, songs, stories, movement and outdoor activities.

11. National kindergarten Curriculum Guide (NKCG) • Intends to provide the kindergarten teachers everyday learning episodes which are correspondingly supported with developmentally-appropriate activities. • Features: It is of 2 parts: Part 1 – Weeks 1-20 (1st & 2nd Quarter) Part 2 – Weeks 21-40 (3rd & 4th Quarter) With the prescribed Blocks of Time

12. National kindergarten Curriculum Guide (NKCG) • Terms of the games introduced in Part I that are still to be played in Part II are changed to emphasize positive attitudes and right values among the subconscious of our Filipino five-year old children. Part I Part II lotto cover all bingo call out domino connect all fishing game picking up game

13. National kindergarten Curriculum Guide (NKCG) Each week has: - 5 suggested daily plans (Mon.-Friday) - With content-focus statement Daily plans contain: - Message for the day - Suggested activities for each Block of Time - Activities and materials are appended after every weekly plans

14. National kindergarten Curriculum Guide (NKCG) • Weekly Lessons are made-up of 5 daily plans. Each day has a core message and suggested activities congruent to the message. All activities and materials are found in the appendix immediately following the weekly lessons. The games are provided with instructions and listings of materials needed. The stories are provided including the questions to be asked.

15. National kindergarten Curriculum Guide (NKCG) • But all of these are suggestive in nature and the teacher is still free to utilize other activities/materials he/she deemed best suited to the class being handled. • Basically the curriculum guide would relieve the teachers from worries on what to teach where to find the materials needed.

16. National kindergarten Curriculum Guide (NKCG) • Varied activities are utilized in the form of games, songs, dances, rhymes, poems, stories, manipulative which make learning fun, pleasant and enjoyable, thus, ensuring active interaction among the learners. • Learning activities are carefully selected so that no learning area is taught in isolation. Materials and activities are suggestive in nature and the teacher still empowered to use activities/materials deemed best suited to the class being handled.

17. KINDERGARTEN CLASS THIRD GRADING DAILY PLANS WEEK 32: ____________________

24. A Kindergarten Teachers • Maximize the holistic utilization of the standards and competencies in consonance with the different developmental domains in executing daily planned activities. • Manage the blocks of time 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.

25. The Kindergarten Teachers • Consider pupil’s ability and span of attention while developing each specific skill/objective. • Utilize this material as effectively as possible to ensure pupils readiness not only for formal academic work, but also for life.

26. The Nature of ChildrenIt’s a Matter of Opinion Some Children are like wheel barrows, They have to be pushed. Some are like canoes, They have to be paddled Some are like kites, If you don’t keep a string on them They will fly away. Some are like kittens,

27. The Nature of ChildrenIt’s a Matter of Opinion They’re more content when petted. Some are like trailers, They are useless unless pulled. Some are like balloons Full of wind and likely to blow up Unless handled carefully Some are Always dependable and cooperative Each child is different. That is what makes him special.

28. Thank You!