Kindergarten Curriculum Essay

I. INTRODUCTION “The first old ages of life are of import because what happens in early childhood can count in a life-time. ” ( Harvard. 2009 ) The Department of Education ( DepEd ) holding been a strong advocator of early childhood instruction has implemented assorted plans for kindergartners for decennaries now. The Department farther strengthens this through the inclusion of kindergarten in the K to 12 basic instruction course of study in the state. DepEd believes Kindergarten is a passage phase between informal literacy and formal literacy ( grade 1-12 ) .

This is the period of greatest growing and development. when the encephalon develops most quickly. about at its fullest. It is a period when walking. speaking. self- regard. vision of the universe and moral foundations are established. Children at this phase should be immersed with activities. games. and plays to of course get the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school.

Harmonizing to National Association for the Education of Young Children ( NAEYC ) kindergarten is a critical twelvemonth where children’s experiences nurture positive attacks to larning and fix kids for the more strict academic outlooks of the primary classs ( NAEYC.

2009 ) . Therefore. kindergarten instructors should steer the scholars utilizing an engaging and originative course of study that is developmentally appropriate. Republic ACT 10157 besides known as the Kindergarten Education Act which was signed into jurisprudence by President Benigno Aquino III on Jan.

20 makes kindergarten “the first phase of compulsory and compulsory formal instruction. ” For public schools. the kindergarten instruction plan will be free of tuition and other school fees.

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With the Kindergarten Education Act. the kindergarten instruction plan will be comprised of one twelvemonth of preschool instruction for kids aged five and supra. The act besides pushes for the conceptualisation and development of a regular preparation plan for kindergarten instructors to guarantee that learning manners. methodological analysiss and attacks are ever in line with modern tendencies in and issues on instruction.

K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 1 K TO 12 – KINDERGARTEN II. FRAMEWORK The Kindergarten Curriculum Framework draws from the rules and ends of the K to 12 Philippine Basic Education Curriculum Framework. It is similarly aligned with National Early Learning Framework ( NELF ) . It clearly depicts the developmental undertakings and mileposts of 5 to 6 year-olds and how pedagogues can steer them to develop holistically. Figure 1. The Kindergarten Curriculum Framework K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 2

K TO 12 – KINDERGARTEN The model is composed of two parts. The rectangular figures show the teaching-learning theoretical bases. get downing with the comprehensive Developmentally Appropriate Practices ( DAP ) . so traveling up to the rules and taking to the attacks. The circle consists of three chief constituents. ( 1 ) Developmental Domains. ( 2 ) Learning Areas. and the ( 3 ) Curricular Themes. At the centre is the Filipino kid who is envisioned to be functionally literate and holistically developed. A.

PRINCIPLES A developmentally appropriate course of study is one that is age-appropriate. separately appropriate and socio-culturally appropriate ( NAEYC. 2009 ) This Kindergarten model considers the developmental benchmarks of Filipino five-year-olds. recommends the usage of schemes that address demands and involvements of the scholars. and uses the female parent lingua as medium of direction. Preschoolers are invariably developing in the different spheres ( cognitive. linguistic communication. physical. originative and aesthetic. socio-emotional. and values and character ) .

The National Early Learning Framework ( NELF ) . formulated by the Early Childhood Care and Development Council. views the Filipino Child as the most of import plus of the state. NELF furthers its position of the Filipino Child as… …as a human being who loves God. parents. and state ; is proud to be a Filipino ; honors the imposts. traditions and good values of the people. knows his/her basic rights ; respects other civilizations and is able to populate in peace and harmoniousness with all. Therefore get downing at an early age the kid must be cared for and given all the chances to turn to current developmental demands and fix him/her for womb-to-tomb acquisition.

Kindergarten schoolrooms. hence. should multi-level because preschoolers will differ in their development in each sphere. The following are state of affairss that a kindergarten instructor should set to mind. 1. 2. 3. 4. 5. 6. every schoolroom is a multi-level schoolroom every instructor is a multi-level facilitator every scholar is alone every scholar has peculiar intelligence or intelligences every scholar has his/her ain acquisition manners every scholar has his/her ain peculiar demands a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012.

K TO 12 – KINDERGARTEN 7. every scholar has his/her ain specific wants and involvements 8. every acquisition has a right to develop unambiguously from the others This model upholds the 16 ( 16 ) general rules of the NELF as ushers on ( 1 ) kid growing and development ( 2 ) larning plan development and ( 3 ) larning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The followers are the general guiding rules on kid growing and development: 1. Every kid is alone. Growth and development varies from kid to kid of which the first six old ages of life are most critical.

He/she has an innate desire to larn and is best done through meaningful and existent experiences. 2. Every facet of growing and development is interrelated and mutualist. The kid needs to be nurtured in a good and caring environment that enhances healthy and reliable relationships with other kids and most important grownups. 3. The acquisition and development of every kid involves a series of complex and dynamic procedures that are best attended to in a more positive and antiphonal mode. 4. The kid must be encouraged to draw a bead on beyond one’s ain degree of accomplishments and to pattern freshly acquired competences.

5. Every kid is a thought. traveling. feeling and synergistic homo being able to actively take part in the acquisition and development of ego in the context of one’s household and community including cultural and spiritual beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The followers are the general guiding rules on larning plan development: 6. The learning plan is child centered. It promotes the holistic manner by which immature kids turn and develop ; and recognizes the function of households and communities to back up the kid through assorted phases of growing and development.

K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 4 K TO 12 – KINDERGARTEN 7. The learning plan is appropriate for developing the spheres of development identified in the NELF ; and must prolong involvement in active acquisition of all immature kids including those with particular abilities. are marginalized and/or at hazard. 8. The learning plan is implemented by manner of diverse acquisition activities that may be enhanced with engineerings such as synergistic wireless and audio/video cartridge holders for larning countries. 9. The usage of larning stuffs and other resources that are locally developed and/or locally available is encouraged.

10. The female parent lingua shall be used as the child’s linguistic communication of larning in the early old ages and shall be recognized as a span linguistic communication of larning. 3. ON LEARNING ASSESSMENT The followers are the general guiding rules on larning assessment development: 11. Appraisal is done to supervise larning. cognize where the kid and inform parents of the child’s advancement. 12. Appraisal is indispensable to placing the child’s entire developmental demands and does non find academic accomplishment. 13. Appraisal is best conducted on a regular footing so that a timely response may be made to better larning countries.

14. The consequences of the appraisal of acquisition of a kid shall be kept purely confidential 15. Evaluations should be qualitative/descriptive and non merely numerical. 16. The household and community may be informed of the general results of larning in the early old ages so as to promote farther cooperation and partnerships The model espouses teaching-learning attacks that are constructivist. integrative. thematic. collaborative. one n Q U I r Y – b a s vitamin E vitamin D and reflective. in order to be aligned with Developmentally Appropriate Practices. NELF and K to 12 Framework.

K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 5 K TO 12 – KINDERGARTEN B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1: shows the developmental spheres represented by the six interlocked eclipsiss. They are arranged to organize a flower in order to stress Erikson’s epigenetic rule. This rule states that development happens through a gradual flowering. The kid is seen as being in the procedure of blooming. a small like a rose bud. that should non be hurried. lest it loses its opportunity to to the full develop.

These spheres are the developmental undertakings or mileposts that preschoolers are expected to achieve. These includes: ( 1 ) Physical Health. Well-being and Motor Development. ( 2 ) Social-Emotional Development. ( 3 ) Fictional character and Values Development ( 4 ) Cognitive/ Intellectual Development ( 5 ) Language Development. and ( 6 ) Creative and Aesthetic Development. The following are the six spheres. 1. Physical Health. Well-being and Motor Development refers to a child’s physical growing. wellness and safety. and the development of accomplishments related to the usage of big and little musculus groups.

Sphere 1: Physical HEALTH. Wellbeing AND MOTOR DEVELOPMENT Sub-domain Physical Health
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• Benchmarks/expectation from 5 to 6 year-olds The kid demonstrates equal growing ( weight. caput perimeter ) The kid has equal centripetal systems to take part in day-to-day activities. The kid has equal staying powers to take part in day-to-day activities. The kid shows control and coordination of organic structure motions affecting big musculus groups. The kid can command and organize manus and finger motions.

O Copies a simple form of different basic forms o Draws a human figure ( caput. eyes. oral cavity. bole. weaponries. legs. etc. ) without prompts o Draws a house without prompts utilizing geometric signifiers o Colorss with shots remaining within the lines The kid participates in basic personal attention modus operandis o Feeds self-using fingers without spillage O Prepares ain nutrient O Dresses without aid. including buttoning and binding o Wipes/Cleans him/herself after a intestine motion 6 Gross Motor Skills Development Fine Motor Skills Development
• Personal Care and Hygiene

K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN o o Brushes dentitions after repasts without holding to be told Washes and prohibitionists face independently without holding to be told 2. Social – Emotional Development refers to the child’s ability to cognize one’s ego. express and understand feelings. and associate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression
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• • Benchmarks/expectation from 5 to 6 year-olds The kid expresses different basic emotions.

The kid demonstrates ability to self –regulate feelings/emotions and follows agendas every bit good as regulations and ordinances. The kid comprehends and shows self-appraisal emotions ( shame. pride. guilt ) . The kid is receptive to the different emotions of other people and shows empathy. The kid expresses cognition of ego and basic functions of people in his/her immediate environment. The kid forms healthy fond regards to primary health professionals and other important grownups and kids in his/her life.

The kid dramas and has positive interactions with other kids. The kid has positive dealingss and interactions with grownups. The kid takes societal cues from the environment and adjusts his behavior consequently. The kid recognizes and respects similarities and differences in people. linguistic communication. civilization. Emotional ( Receptivity to Other’s Emotions ) Social ( Emerging Sense of Self ) Social ( Forming Attachments ) ( Interactions with Other Children ) Social ( Interactions with Adults ) Social ( Sensitivity ) Social ( Appreciating Diversity ) 3.

Character and Values Development refers to a developing apprehension of justness and equity. right and incorrect. love and regard for different spheres of the child’s life. Domain 3: Fictional character AND VALUES DEVELOPMENT Sub-domain Personal Values ( Honesty )
• Benchmarks/expectation from 5 to 6 year-olds The kid demonstrates honesty in words and in actions. 7 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN Personal Values ( Responsibility ) Interpersonal Values ( Love of Family )
• • The kid takes on duty and accomplishes these as best he/she can.

O Does his/her portion of work in the schoolroom O Does and coatings assigned undertakings without motivating The kid loves. respects and feels he/she belongs to a household unit. Interpersonal Values ( Pakikipagkapwa )
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• Nationalism ( Love of Community ) Nationalism ( Love of Country ) The kid shows regard for others. kids. and grownups likewise. The kid demonstrates concern for others. The kid opts for concerted. non-aggressive agencies for accomplishing ends and deciding struggle. O Works good with others The kid demonstrates cognition and love for his/her community or vicinity.

The kid shows regard and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremonial O Knows name of state The kid shows involvement in and inquire at nature. The kid demonstrates a caring attitude towards nature’s animals and its resources. The kid shows regard and love for the Creator. Spiritual ( Appreciation of Nature ) Spiritual ( Care for Nature and Its Resources ) Spiritual ( Love for the Creator )
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• 4. Cognitive/Intellectual Development refers to a child’s ability to abstract. understand constructs and their logical dealingss. and to pull strings them to get at new thoughts or decisions.

Sphere 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level
• Benchmarks/expectation from 5 to 6 year-olds The kid is able to prolong attending and modulate his activity at age-expected degrees. 8 K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 K TO 12 – KINDERGARTEN o Sustains attending and concentration on a tabletop activity for 15-20 proceedingss o Can work on a school assignment with minimum supervising O Can work on a school assignment independently The kid develops basic constructs refering to object stability. infinite. clip. measure. seriation. etc.

and uses these as the footing for understanding how stuffs are categorized in his/ her environment. O Can Tell which is the left and right people confronting him/her O Knows the difference between yesterday. today. and tomorrow O Understands the construct of number-quantity dealingss for 1-10 O Demonstrates construct of add-on utilizing finger or objects o Demonstrates construct of minus utilizing fingers or objects The kid is able to understand the cause –effect relationships. The kid is able to remember people he has met. events. and topographic points he has been to. The kid is able to hive away verbal information in short and long –term memory.

O Can declaim the yearss of the hebdomad with some mistakes o Remembers lessons learned in school even after several yearss have passed Os Can declaim the yearss of the hebdomad with no mistakes o Can declaim the months of the twelvemonth with some mistakes The kid is able to follow the logic of events ( i. e. . grounds why these go on ) and draw accurate decision by measuring the facts presented to him. O Knows that certain elements remain the same even if their places alterations o Able to foretell what will go on next in a narrative O Can foretell how a narrative will stop half-way through The kid is able to be after and form a simple. familiar activity.

Os Can be after how he/she will transport out an activity without grownup counsel The kid is able to bring forth new thoughts or constructs. or new associations between bing thoughts or constructs. O Can pull things or scenes from experience but with no existent theoretical account or mention O Can draw or pigment things that do non be in existent life The kid is able to switch to more adaptative cognitive processing schemes in order to efficaciously cover with new and unexpected conditions in his/her environment. including job state of affairss.

Higher-Ordered Mental Abilities ( Concept Formation )
• Higher-Ordered Mental Abilities ( Cause-Effect Relationships ) Memory ( Memory for Experiences: Episodic Memory ) Memory ( Memory for Concept-Based Knowledge: Semantic Memory
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• Higher-Ordered Mental Abilities ( Logical Reasoning )
• Higher-Ordered Mental Abilities ( Planning and Organizing ) Higher-Ordered Mental Abilities ( Creative Thoughts )
• • Higher-Ordered Mental Abilities ( Cognitive Flexibility )
• K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 9

K TO 12 – KINDERGARTEN 5. Language Development refers to a child’s ability to understand and utilize linguistic communication to pass on thoughts. learn to get linguistic communication accomplishments in readying for reading. authorship and numeration. Domain 5: Language. PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development Expressive Skills Development Pre-Reading and Pre-Math ( Matching ) Pre-Reading and Pre-Math ( Rote Sequencing )
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• • Benchmarks/expectation from 5 to 6 year-olds The kid is able to understand both verbal and non-verbal signifiers of communicating.

The kid is able to utilize words and gestures to show his ideas and feelings. o Draw and tells a narrative about his pulling The kid is able to fit indistinguishable objects. colourss. forms. symbols. Pre-Reading and Pre-Math ( Copying Letterss and Numbers ) The kid is able to declaim the alphabet and Numberss in sequence. o Sings the alphabet vocal absolutely o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 absolutely o Associates more than 5 letters with their sounds
• The kid is able to copy letters and Numberss.

o Prints complete name without theoretical account O Prints upper instance letters with a theoretical account with no reversals o Prints lower instance letters with a theoretical account with some reversals o Prints Numberss 1-5 with a theoretical account with some reversals o Prints upper instance letters without a theoretical account and with no reversals o Prints lower instance letters without a theoretical account and with no reversals o Prints Numberss 1-5 without a theoretical account and with no reversals 6. Creative and Aesthetic Development refers to the child’s consciousness of and development of their unconditioned endowment and originative accomplishments. The sphere includes music. ocular humanistic disciplines. play. dance and originative motions.

This sphere is a recent add-on because it is recognized as every bit of import as the other five spheres in the development of the immature scholar. Therefore. the benchmarks and outlooks particular to this sphere are yet to be finalized. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 10 K TO 12 – KINDERGARTEN C. Component 3: The Curricular Themes Component 3 provides the curricular subjects for incorporating the five ( 5 ) larning countries to develop the six ( 6 ) spheres for the holistic and functional development of the preschooler.

These curricular subjects adheres to Brofenbenner’s Bio-ecological Theory. that defines “layers of environment. each holding an consequence on a child’s environment. ” 1. Myself – constructs and thoughts that help the scholars understand himself/herself better so that he/she will develop as an person. 2. My Family – constructs. thoughts. patterns that guides the kid to be responsible and proud of himself and his household. 3. My School – constructs. thoughts. patterns. and state of affairss that help the kid understand how to be an single and socialise with other scholars. instructors. school forces and other members of the school.

4. My Community– constructs. thoughts. patterns. state of affairss. and duties that the scholar should get and understand so that he/she will go functional and antiphonal member of the community. 5. More Thingss Around Me – all other constructs. thoughts. patterns. state of affairss. and responsibilities non covered by subjects 1 to 4 but which may be relevant to the community. civilization. and involvement of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 11 K TO 12 – KINDERGARTEN III. OVERALL GOAL AND OUTCOMES A.

Overall Goal: Five-year old Filipino kids will be prepared for life. B. Outcomes: By the terminal of the KINDERGARTEN twelvemonth. we will hold kids who are: effectual communicators in their female parent linguas ; healthy and physically active ; respectful. honest. God-loving ; proud of themselves. their household. civilization. heritage and state ; originative and appreciative of the humanistic disciplines. and lovingness of the environment ; speculative. enthusiastic and occupied scholars. K to 12 Curriculum Guide – Kindergarten – version as of January 31. 2012 12 K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Passage Paradigm

Passage Paradigm Kindergarten Education by and large addresses the different developmental spheres of the 5-year olds. But. as mentioned earlier. the spheres are formless or do non hold form ; hence acquisition countries are identified. The larning countries transition the domain-based course of study of kindergarten to the content-based course of study of class 1 to 12. This design allows for a smooth passage from Kindergarten to rate 1 thereby doing it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains: Fictional character AND VALUES DEVELOPMENT Strand Content Standards Social –Emotional Development Ang Bata ay … ? Kagandahang Asal? ? ?

Nagkakaroon ng kaalaman sa pagpapahalaga SA sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan SA pananagutang panlipunan ( tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin Performance Standards Ang bata ay inaasahang…


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• • nakapagpapakita nanogram paggalang SA sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan SA kanyang ginagawa nakapagpapakita nanogram pagmamahal at paggalang SA mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang SA kapwa nakatatanggap at naisasagawa Air National Guard mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit SA kalinisan at kaayusan ng kapaligiran nakapagpapakita nanogram pagmamahal SA Panginoon nakikisali nang may sigla SA mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin? ? ?

Pagpapaunlad sa kakayahang sosyo-emosyunal? ? Nakikilala at natatanggap Air National Guard nakapagpapahayag ng iba’t ibang damdamin SA tamang paraan nakapagpapahayag nanogram kakayahang mapigil Air National Guard mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin
• nakauunawa at nakapagpapakita nanogram sariling emosyon
• nakapagpapakita ng pagtanggap at pag-unawa ng emosyon nanogram ibang Taoist K TO 12 – KINDERGARTEN emosyon ng ibang Taoist
• • ? Nagkakaroon ng mabuting pakikipag-ugnayan SA kapwa at nakatatanda
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Nagkakaroon ng kamalayan ukol SA pagkakaiba ng Taoist •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 nanogram iba at nakikisali SA kasiyahan /

Nakikiramay SA kalungkutan nanogram iba nakapagsisimula ng laro naipadadama at naipakikita Air National Guard pagmamahal SA mga nakatatanda at mga Bata nakikisalamuha SA mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap Air National Guard pagkakaiba ng Taoist O wika o kasuotan O kagamitan O kakayahan o kulay nakikilala Air National Guard mga kasapi ng pamilya nailalarawan ang iba’t-ibang bahagi nanogram bahay natutukoy Air National Guard mga Taoist SA paaralan natutukoy Air National Guard mga lugar SA paaralan natutukoy Air National Guard mga katulong SA pamayanan ( community assistants )

Natutukoy ang mga lugar SA pamayanan naipapakita Air National Guard paggalang SA pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa?

Pagkilala SA sarili bilang kabahagi ng pamilya? Pagkilala sa sarili bilang kabahagi nanogram paaralan? Pagkilala sa sarili bilang kabahagi nanogram pamayanan? Pagkilala sa sarili bilang kabahagi ng bansa
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• Domains: Health. Wellbeing AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner… Health? acquires and pattern sound wellness wonts? acquires attitudes. cognition. and accomplishments about physical activity for keeping physically fit life styles Safety?

identifies and patterns appropriate K to 12 Curriculum Guide Science – version as of January 31. 2012 Performance Standards The learner…
• demonstrates wellness wonts that keep their organic structures clean and healthful.
• shows sufficient energy to take part in day-to-day activities ( Physical Fitness )
• demonstrate safety patterns at place. in school. at the resort area and 15 K TO 12 – KINDERGARTEN safety processs? demonstrates cardinal gross motor accomplishments decently
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Demonstrates competency in assorted all right motor accomplishments? demonstrates centripetal perceptual accomplishments
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• • the vicinity. demonstrates locomotive accomplishments such as walking. running. jumping. leaping mounting right demonstrates non-locomotor accomplishments such as forcing. drawing. turning. rocking. flexing right.

demonstrates receptive and projective ( manipulative ) accomplishments such throwing. catching. kicking right demonstrates all right motor accomplishments such as cutting. composing. pulling. utilizing spoon and fork right demonstrates consciousness of the place and motion of one’s organic structure. ( Body awareness ) demonstrates ocular favoritism accomplishments like. placing same and different. losing parts. which does non belong ( Visual Discrimination ) creates representations like forms. letters. images ( Form perceptual experience representations )

Physical Education Sensory-perceptual Spheres: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner… ? appreciates the beauty of nature Exposure? appreciates the different art signifiers ( music. dance. play and ocular humanistic disciplines ) ? evaluates music. dance. play and ocular humanistic disciplines? uses a assortment of stuffs. tools. techniques and procedures in the humanistic disciplines ( music. dance. play and ocular art )

Performance Standards The learner…
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• observes things and happenings in nature shows involvement in analyzing assorted things found in nature identifies the assorted art signifiers demonstrates involvement and enjoyment in sing. and listening to artistic public presentations and plants of art chooses music. dance. play and ocular art that they prefer describes the features of music. dance. play and ocular art that they prefer participates in the creative activity of music. dance. play and ocular art creates ocular humanistic disciplines utilizing different stuffs creates rhythm responds to different round. pitch. tune. kineticss. pacing. temper. kineticss utilizing originative motion function plays a narrative.

Evaluation Production K to 12 Curriculum Guide Science – version as of January 31. 2012 16 K TO 12 – KINDERGARTEN Domains: LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner… ? ? ? ? ? ? ? ? ?

discriminates sounds listens for waies listens to narratives expresses oneself asks and replies inquiries portions information tells narratives gives waies analyzes intending sounds ( Phonemic Awareness ) Performance Standards The learner…


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• • distinguishes different types of sounds follows simple waies comprehends simple and familiar narratives increases his/her vocabulary for depicting things and showing 1s feelings replies and responds to inquiries consequently increases his/her vocabulary in sharing information narrates simple and familiar narratives gives simple waies Identifies and distinguishes sounds distinguishes vowel and harmonic sounds blends and sections words blends and sections words lucifers letters to their sounds ( and frailty versa ) recognizes and names all capital and small letter letters of the alphabet.

Decodes basic sight words identifies common words understands that printed stuffs provide information reads utilizing right directivity reads utilizing proper modulation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases utilizing a mix of invented and conventional spelling writes words and phrases utilizing manuscript signifier composes ain narratives with a clear beginning. center and terminal composes ain narratives utilizing images composes informational/factual texts utilizing ain words composes information/factual texts utilizing illustrations Talking Reading? decodes words?

Demonstrates book cognition and print consciousness? comprehends simple texts Writing? writes utilizing the correct mechanics? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science – version as of January 31. 2012 17 K TO 12 – KINDERGARTEN Domains: COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner… ? begins to understand the relationship between Numberss and quantities up to 10. ? Begins to understand. to depict simple add-on and minus. and to utilize them to work out jobs.

The learner…
• recognizes sets of objects up to 10
• comparisons two or more sets of objects up to 10
• recognizes. represents. lucifers. names. reads. counts. and writes whole Numberss up to 10
• comparisons and orders whole Numberss up to 10
• uses the words “put together. ” attention deficit disorder to. ” and “plus” to understand the construct of add-on
• uses the words “take away” and “minus” to understand the construct of minus
• uses manipulative to research the constructs of add-on and minus with amounts or differences between 0 to 10
• utilizations concrete objects to find replies to add-on and minus jobs
• divides a whole into two or four equal parts.

• explores the environment to detect. place. describe. and compare 2- to 3- dimensional objects
• compares forms. sizes. and places of 2- to three-dimensional objects
• utilizations manipulative to make 2- to three-dimensional objects
• observes dawn and sunset to state the clip of the twenty-four hours ( forenoon. noontime. flushing )
• tells the figure of yearss in a hebdomad and the months in a twelvemonth
• steps and compares the length. mass. and capacity of familiar objects utilizing non-standard units
• participates actively in garnering information about objects or events in their environment.

• makes a graph or chart based on the information gathered
• reply inquiries about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the construct of spliting wholes into equal parts. ? begins to place the common 2- to 3dimensional objects in the environment and depict their forms. sizes. and places. ? understands the construct of clip. length. mass and capacity and the nonstandard units to?

Measures them. ? starts to do a graph or chart based on the information gathered about objects or events in their environment. Statisticss K to 12 Curriculum Guide Science – version as of January 31. 2012 18 K TO 12 – KINDERGARTEN Strand SCIENCE Content Standards The learner… The learner…
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• Performance Standards Scientific Thinking and Practice
• understands the procedures of scientific probes uses observation and oppugning accomplishments in the scientific discipline enquiry asks and replies inquiries about milieus and portion findings with schoolmates records observations and informations with images. Numberss and/or symbols Peoples. Animals and Plants.

Knows the similarities and differences of populating things knows that populating things are made up of parts that have specific maps knows the alterations in life things over clip
• Earth ( Weather )
• knows that conditions alterations and that it affects people People
• identifies the similarities and differences of people
• identifies the organic structure parts of life things and its specific maps
• identifies the five senses and how they are used
• uses the senses to detect milieus and sorting objects observed.

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