VARIOUS PRESCHOOLS VARIOUS PRESCHOOLS PROGRAMS /ModelsPROGRAMS /Models

Public Preschool ProgramsPublic Preschool Programs

21 SRA PROV.(SOCIAL REFORM 21 SRA PROV.(SOCIAL REFORM AGENDA) – WIH 714 REGULAR Ps AGENDA) – WIH 714 REGULAR Ps ITEMS HANDLING 1,428 CLASSES ITEMS HANDLING 1,428 CLASSES WITH AN ENROLMENT OF ABOVE WITH AN ENROLMENT OF ABOVE 42 ,000 PS CHILDREN ( 873NEW 42 ,000 PS CHILDREN ( 873NEW ITEMS)ITEMS)

VARIOUS PRESCHOOLS VARIOUS PRESCHOOLS PROGRAMS /ModelsPROGRAMS /Models

Public Preschool ProgramsPublic Preschool Programs Ptca (parents teachers and Ptca (parents teachers and

community assisted )community assisted ) Pscs (preschool service Pscs (preschool service

contracting scheme – AN contracting scheme – AN ALTERNATIVE SCHEME ALTERNATIVE SCHEME ENGAGING PRIVATE SCHOOLS ENGAGING PRIVATE SCHOOLS AND QUALIFIED ngoS AND QUALIFIED ngoS NATIONWIDE AT Php 300/ child )NATIONWIDE AT Php 300/ child )

VARIOUS PRESCHOOLS VARIOUS PRESCHOOLS PROGRAMS /ModelsPROGRAMS /Models

Public Preschool ProgramsPublic Preschool Programs Early Intervention Programs for Early Intervention Programs for

Children with Special Needs Children with Special Needs 1. Headstart program1. Headstart program for for

creative,creative, Gifted and Talented PupilsGifted and Talented Pupils 2 2 Early Intervention Program Early Intervention Program for Children with Disabilities for Children with Disabilities DAY CARE CENTERS DAY CARE CENTERS PRIVATE PSPRIVATE PS

ALTERNATIVE ALTERNATIVE PRESCHOOL PRESCHOOL

COMMUNITY - BASEDCOMMUNITY - BASEDLGU - BASEDLGU - BASEDCHURCH - BASEDCHURCH - BASEDNGO - BASEDNGO - BASED

SY 2006=07 ENROLLMENTSY 2006=07 ENROLLMENT

DEPED(SRA) 42,640DEPED(SRA) 42,640 PSCS 134,500PSCS 134,500 PTCA/LGU 449,222PTCA/LGU 449,222

TOTAL 626,562TOTAL 626,562 PRIVATE 394,889PRIVATE 394,889

WHAT I REALLY WANT WHAT I REALLY WANT TO KNOW TO DO AND TO KNOW TO DO AND HOW TO LIVE I HOW TO LIVE I LEARNED FROM LEARNED FROM KINDERGARTEN !KINDERGARTEN !

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PART IIPART IIUNDERSTANDING THE EARLY UNDERSTANDING THE EARLY CHILDHOOD EDUCATION CHILDHOOD EDUCATION CURRICULUMCURRICULUM

IRENE CERTEZA DE ROBLESBEE-DEPED ,PASIG CITY

QUALITYQUALITY

A.A. Standards Standards

DevelopmentDevelopment of of Curriculum Curriculum

Standards for 5-Standards for 5-year Oldsyear Olds

QUALITYQUALITYb. Assessmentb. Assessment

School Readiness ASsessment School Readiness ASsessment Tool (SREA)- to determine theTool (SREA)- to determine the level progress of Grade I level progress of Grade I entrants across different entrants across different developmental domains that developmental domains that are critical in tackling are critical in tackling Grade I learning competencies Grade I learning competencies

Measures development of Measures development of

basic competencies on the following domains:basic competencies on the following domains:

• • Gross & Fine MotorGross & Fine Motor

• • ReceptiveReceptive

/Expressive Language/Expressive Language

School Readiness Assessment Tool

• • CognitiveCognitive

• • Sensory Discrimination & Seriation/ Sensory Discrimination & Seriation/

ClassificationClassification

• • Concept FormationConcept Formation

• • NumeracyNumeracy

• • Reading ReadinessReading Readiness

• • Construction & Visual IntegrationConstruction & Visual Integration

School Readiness Assessment Tool

Analysis……..

The result of the pre-assessment shows that only 38% of the Grade 1 entrants are READY and 62% NOT READY

The post-assessment result shows that 62% of pupils found not ready is reduced to 23%

The positive results may be attributed to the utilization of the 8-week ECE curriculum

Analysis……..

Challenges…Challenges… Improve effectiveness of organized Improve effectiveness of organized

ECCD programs in preparing ECCD programs in preparing children to be ready for school children to be ready for school through:through:

- Standards for curriculum and - Standards for curriculum and

service providers (day care service providers (day care

workers and preschool workers and preschool

teachers)teachers) Continuous assessment on school Continuous assessment on school

readiness of all Grade 1 entrantsreadiness of all Grade 1 entrants

Key Policy DecisionsKey Policy Decisions Policy on requiring all Grade I Policy on requiring all Grade I

entrants to have ECE experience entrants to have ECE experience (selected Day Care Centers for 5 (selected Day Care Centers for 5 year old using DepEd preschool year old using DepEd preschool curriculum)curriculum)

Adopt policies for allocating NGO Adopt policies for allocating NGO funding for ECCD to co-finance LGU funding for ECCD to co-finance LGU programs meeting standards and programs meeting standards and reaching priority clientelereaching priority clientele

CURRICULUM CURRICULUM STANDARDS FOR STANDARDS FOR FIVE-YEAR OLDSFIVE-YEAR OLDS

I. What are STANDARDS?I. What are STANDARDS?

Statements are used as a basis of Statements are used as a basis of comparison in measuring or judging comparison in measuring or judging capacity, quality, value, or quantity.capacity, quality, value, or quantity.

Standards are qualitative in nature and Standards are qualitative in nature and specify the levels to be attained in the specify the levels to be attained in the

teaching learning transactionsteaching learning transactions

II. Different Types of StandardsII. Different Types of Standards

I. II. III.

IV. V. VI.

Early Learning Standards Parenting Standards Teacher Standards

Social Indicators Access to Services Systemic Effectiveness

II..

Early Learning Standards

Example: The child is able to develop basic

concepts pertaining to constancy,

quantity and uses these as basis

for categorizing materials in his /

her environment.

Defines what the Filipino five year old will be able to be prepared for life

I. What are I. What are INDICATORSINDICATORS ( ( PALATANDAAN )?PALATANDAAN )?

Signals that show whether Signals that show whether the standards has been the standards has been

attained. They provide a way attained. They provide a way of measuring and of measuring and

communicating the impact communicating the impact or result; These maybe or result; These maybe

qualitative or quantitative. qualitative or quantitative.

II..

Competencies/ Indicators

Example: Identify and label objects according to

- color - shape - size

- length - height - weight

- position

Defines what the Filipino five year old will be able to be prepared for life

Walk thru CURRICULUM Walk thru CURRICULUM STANDARDS FOR FIVE-STANDARDS FOR FIVE-

YEAR OLD FILIPINO YEAR OLD FILIPINO CHILDREN CHILDREN