"Republic Act 10157, or “The Kindergarten Education Law” made Kindergarten the compulsory and mandatory entry stage to basic education. Section 2 of this Act provides that all five (5)-year old children shall be given equal opportunities for Kindergarten Education to effectively promote their physical, social, emotional and intellectual development, including values formation so they will be ready for school. This was so since the Department of Education (DepEd) believes that Kindergarten is the transition period from informal to formal literacy (Grades 1-12) considering that age five (5) is within the critical years where positive experiences must be nurtured to ascertain school readiness.
Various researches support that this is the period of greatest growth and development, when the brain develops most rapidly and almost at its fullest. It is also the stage when self- esteem, vision of the world and moral foundations are established.
Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners in an engaging and creative curriculum that is developmentally appropriate which immerse them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and, helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by exploring their environment as they are encouraged to create and discover, that eventually leads them to becoming willing risk takers and ready to tackle formal school works.
Teachers/parents/caregivers/adults should therefore be guided to facilitate explorations of our young learners in an engaging and creative curriculum that is developmentally appropriate which immerse them in meaningful experiences. Provision of varied play-based activities leads them to becoming emergent literates and, helps them to naturally acquire the competencies to develop holistically. They are able to understand the world by exploring their environment as they are encouraged to create and discover, that eventually leads them to becoming willing risk takers and ready to tackle formal school works.
(Source: Official Website of the Department of Education www.deped.gov)
No two kids are alike in all aspects as each child has different mechanisms to cope up with their everyday lives. But parents should have at least an idea what skills their child should have at their level.
At any point of their Kindergarten year (more so before the schoolyear ends), the five- or six-year old child should have the following concept:
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 guide 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, and other school personnel
4. My Community- concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will a become functional and responsive member of the community
5. More Things Around Me - all other concepts, ideas, practices, situations, and responsibilities beyond themes 1 to 4, but which may be relevant to the community, culture, and interest of the learner
2. My Family - concepts, ideas, practices that guide 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, and other school personnel
4. My Community- concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will a become functional and responsive member of the community
5. More Things Around Me - all other concepts, ideas, practices, situations, and responsibilities beyond themes 1 to 4, but which may be relevant to the community, culture, and interest of the learner
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