A Philippine National

Q Research Center for Teacher Quality

Prototype Syllabi for Pre-service Teacher Education

Compendium Series

Early Childhood Education

Specialization Courses
 Table of Contents
Acknowledgments............................................................................................................................. 2 4. Play and Developmentally Appropriate Practices in Early
Childhood Education........................................................................................47
List of Acronyms................................................................................................................................. 5
5. Creative Arts, Music, and Movements in Early Childhood Education
Project Background...........................................................................................................................6 ……………………………………………………………………………………………………. 56
Partner Institutions in the Development of the PPST-based Prototype Syllabi........8 6. Numeracy Development.................................................................................73
7. Inclusive Education in Early Childhood Settings....................................83
PPST-based Prototype Syllabi Priority Programs................................................................10
8. Children’s Literature...............................................................................91
PPST-based Prototype Syllabi Intended Audience............................................................10 9. Assessment of Children’s Development and Learning.....................98
Guide to the Prototype Syllabi Compendium......................................................................11 10. Literacy Development......................................................................................106
11. Social Studies in Early Childhood Education..........................................116
Guide to Reading and Understanding the PPST-based Prototype Syllabi...............13
12. Infant and Toddler Programs.......................................................................123
Features Of The Prototype Syllabi............................................................................................16 13. Technology for Teaching and Learning 2...............................................132

References.......................................................................................................................................... 17 14. Science in Early Childhood Education......................................................140

15. Early Childhood Education Curriculum Models...................................147
The Beginning Teacher Indicators............................................................................................18
16. Guiding Children’s Behavior and Moral Development...................158
The Ppst-Based Early Childhood Education Courses Prototype Syllabi.....................20 17. Early Learning Environment.........................................................................168
18. Management of Early Childhood Education Programs....................176
1. Child Development......................................................................................21
19. Research in Early Childhood Education..................................................186
2. Health, Nutrition and Safety....................................................................33
20. Family, School and Community Partnership.........................................195
3. Foundations of Early Childhood Education.............................................40
21. Content and Pedagogy in Mother Tongue............................................204

© 2020. Teacher Education Council and Research Center for Teacher Quality

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 ACKNOWLEDGMENTS
The Project Team
Philippine National Research Center for University of New England - Teacher Education Council Secretariat
Teacher Education Council
Teacher Quality (RCTQ) SiMERR National Research Center (TECS)
The Research Team
John Pegg, PhD Leonor M. Briones Runvi V. Manguerra, PhD
Jennie V. Jocson, PhD Director Secretary, Department of Education Executive Director II
Deputy Director and Project Leader
Joy Hardy, PhD Allan B. De Guzman, PhD Donnabel B. Bihasa
Ma. Izella D. Lampos Deputy Director Luzon Zonal Representative Senior Education Program Specialist
Senior Research Officer
Ken Vine, PhD Rita May P. Tagalog, PhD Jayson A. Peñafiel
Mariam Jayne M. Agonos Principal Research Adviser Visayas Zonal Representative Education Program Specialist II
Research Officer
RCTQ Support Staff Evelyn G. Chavez, PhD Rosanna Marie B. Balbuena
Academic Staff Mindanao Zonal Representative Administrative Officer II
Dyna Mariel B. Bade
Gina O. Gonong, PhD Gerald P. Santos Lourdes R. Baetiong, PhD Maricel B. Flores
Director Donnadette S. Belza Language Subject Representative Rex Augus M. Fernandez
Part-time Research Officers Administrative Assistants
Allan S. Reyes, PhD Myrna B. Libutaque, PhD
Beverly E. Estocapio
Senior Program Manager Mathematics Subject Representative
Executive Assistant

Philip Jay N. Alcoberes, PhD Pamela L. Lamparas Lorina Y. Calingasan, PhD

Senior Program Manager Executive Officer Social Studies Subject Representative

Emille Christianne B. Magbanua

PPST-based Prototype Syllabi
Nikki Boie B. Pino
Technical Working Group
Sarah Joy T. Alimboyong
Rosario I. Alonzo, Administrative Assistants
PhD Allen U.
Bautista, PhD Ruby Ann G. Gantalao
Corazon B. Sigua, PhD Emil Marco A. Munar
Twila G. Punsalan, PhD Administrative Officers - Finance
Stella Marie M. Urbiztondo, PhD

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Prototype Syllabi Writers
Professional Education Filipino Social Studies Ateneo de Zamboanga University
Lead Writer for Professional Education Southern Leyte State University Pangasinan State University Fr. Karel S. San Juan, SJ, PhD
Courses Analiza M. Nares, PhD Belinda S. Velasquez, PhD President
Byron B. Go Silk, PhD, Western Claire B. Goda, EdD Cheryl C. Mendoza, PhD Fr. Marcos Louis D. Catalan Jr., SJ
Mindanao State University Norlyn L. Borong, PhD Rudjane C. Tunac Vice President for Higher Education
Bukidnon State University Leyte Normal University University of the Cordilleras Evelyn G. Chavez, PhD
Ann Sheila C. Del Rosario, Gilbert C. Galit David Y. Camiwet, PhD Dean, School of Education
PhD Ritchelle B. Alugar Janet P. Espada, PhD
Rachel Joan T. Toledo, PhD Rowena N. Ariaso, Values Education Benguet State University
Philippine Normal University-Manila EdD Benguet State Dr. Feliciano G. Calora Jr., PhD
Celia M. Ilanan, PhD President
Nancy S. Ramores, PhD Mathematics University
Arnulfo C. Capili, PhD Dr. Kenneth A. Laruan, PhD
Ateneo de Zamboanga State University Jingle P. Cuevas, Vice President for Academic Affairs
Western Mindanao State University Anita R. Tagadiad,
Bernardita G. Bacang, PhD PhD Dr. Imelda G. Parcasio, EdD
PhD Evelyn G. Erlyn Honeylette C. Marquez Dean, College of Teacher Education
Chavez, PhD Daisy M.
Early Childhood Education Quisel Saint Louis University - Baguio
Maureen Jane O. Bandoc, PhD Bicol University
Centro Escolar University Marjorie S. Emmanuel, PhD Arnulfo M. Mascariñas, PhD
Maria Rita D. Lucas, PhD Carmelita B. Caramto, PhD
Xavier University-Ateneo de Cagayan Geraldine S. Wakat, PhD President
Rose Aira Mae R. Tayag Melpe J. Cavales,
Milagros L. Borabo, PhD Helen M. Llenaresas, EdD
PhD Pejie C. Santillan,
University of Asia and the Pacific PhD Ronald M. Partner Institution Vice President for Academic Affairs
Lorna M. Miña, PhD
Angelito Z. Antonio, PhD Quileste Administrators Dean, College of Education
Elementary Education Physical Education Angeles University Foundation Bukidnon State University
Ateneo de Naga Angeles University Foundation Joseph Emmanuel L. Angeles, PhD Oscar B. Cabaňelez, PhD
University Jennifer P. Santillan, PhD President President
Paolo Jose R. Silang Jonar T. Martin, PhD
Archimedes T. David, PhD Estela C. Itaas, PhD
Joel G. Tubera, PhD
Bicol University Vice President for Academic Affairs Vice President for Academic Affairs
Marcia Corazon P. Rico, PhD Philippine Normal University-Manila
Lordinio A. Vergara, Elvira S. Balinas, PhD Mercidita S. Villamayor, PhD
Sixto O. Orzales, PhD Dean, College of Education
PhD Salve A. Favila, Dean, College of Teacher Education
English PhD
Ateneo de Naga University Cebu Normal University
Cebu Normal University Science Fr. Roberto Exequiel N. Rivera, SJ Filomena T. Dayagbil, PhD
Lelani C. Dapat, PhD President President
Remedios C. Bacus, PhD De La Salle University - Manila
Voltaire C. Mistades, PhD Alfredo C. Fabay, PhD Daisy R. Palompon, PhD
Rivika C. Alda, PhD Vice President for Higher Education Vice President for Academic Affairs
University of San Jose - Recoletos Saint Mary's University - Bayombong
Arlene L. Tabaquero, PhD Maria Luz T. Badiola, MA Ethel L. Abao, PhD
Helmae E. Tapanan, Dean, College of Education
Gloria Vicky A. Antonio, PhD Dean, College of Teacher Education
EdD Ionell Jay R.
Terogo Zayda S. Asuncion, PhD
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Centro Escolar University Philippine Normal University – Manila University of Asia and the Pacific Western Mindanao State
Ma. Cristina D. Padolina, PhD Ma. Antoinette C. Montealegre, Winston Conrad B. Padojinog, DBA University Milabel Enriquez-Ho, RN,
President DA OIC- Office of the President President EdD President
Teresa R. Perez, PhD Rosemarievic V. Diaz, PhD Amado P. Saquido, PhD
Vice President for Academic Affairs Vice President for Research, Planning and Vice President for Academic Affairs Ma. Carla A. Ochotorena, PhD
Quality Assurance Vice President for Academic Affairs
Maria Rita D. Lucas, PhD Celerino C. Tiongco, EdD
Dean, School of Education-Liberal Rita B. Ruscoe, PhD Dean, School of Education and Human Nolan S. Iglesia, EdD
Arts- Music-Social Work Dean, College of Teacher Development Development Dean, College of Teacher Education

De La Salle University – Saint Louis University – Baguio University of the Cordilleras

Manila Br. Raymundo B. Rev. Fr. Gilbert B. Sales, CICM, PhD Ray Dean D. Salvosa, AB, MPh
President
Other Partners in Pre-service
Suplido FSC, President President
Projects
Roberto M. Arguelles, PhD Nancy M. Flores
Robert C. Roleda, PhD Vice President for Academic Affairs Executive Vice President
Vice Chancellor for Academics Adamson University
Central Luzon State University
Felina P. Espique, PhD Rhodora A. Ngolob, PhD Don Mariano Marcos Memorial State University
Raymund C. Sison, PhD Dean, School of Teacher Education and Former OIC- Vice President for Academic
Dean, Br. Andrew Gonzalez FSC Far Eastern University
Liberal Arts Affairs Negros Oriental State University
College of Education (BAGCED)
Palawan State University
Saint Mary’s University – Bayombong Ramir Austria, PhD Tarlac Agricultural University
Leyte Normal University Rev. Fr. Fernold G. Denna, CICM Dean, College of Teacher Education
Jude A. Duarte, DPA President
President University of San Jose – Recoletos TEC and RCTQ also acknowledge
Moises Alexander T. Asuncion, PhD
Evelyn B. Aguirre, DA Vice President for Academic Affairs Rev. Fr. Cristopher C. Maspara, OAR, all course teachers, deans,
Vice President for Academic Affairs President administrators and personnel from
Dr. Ma. Teresa B. Tayaban
Prof. Lina G. Fabian Dean, School of Teacher Education and Rev. Fr. Leo G. Alaras, OAR
teacher education institutions,
Dean, College of Education Humanities DepEd teachers, principals/school
Vice President for Academics
Pangasinan State University heads, supervisors, superintendents
Southern Leyte State University Jestoni P. Babia, LPT, EdD
Dexter R. Buted, DBA Prose Ivy G. Yepes, EdD
and educators who took part in the
Dean, College of Education
President President development and validation works.
Paulo V. Cenas, EdD Juanita M. Costillas, PhD Xavier University – Ateneo de Cagayan We also acknowledge the Basic
Former OIC-Office of the President Vice President for Academic Affairs Fr. Roberto C. Yap, SJ Education Sector Transformation
Manolito C. Manuel, EdD President (BEST) program for funding
Frederick C. Aniga, PhD
Vice President for Academic Affairs Dean, College of Teacher Education activities that supported the project
Fr. Rene Tacastacas, SJ
Roy C. Ferrer PhD
Vice President of Higher Education
Dean, College of Education (Bayambang)
Jovelyn G Delosa, PhD
Rosario DL. Valencerina EdD
Dean, School of Education
Dean, College of Education (Lingayen)

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 List of Acronyms
BTI beginning teacher indicator
CLO Course learning outcome
CMO CHED Memorandum Order
COD Center of Development
COE Center of Excellence
ILO Intended learning outcome
IM Instructional material
OBE Outcome-based Education
OECD Organisation for Economic Co-operation and Development
PPST Philippine Professional Standards for Teachers
PSG Policies, Standards and Guidelines
PST pre-service teacher
TEI teacher education institution
TLA teaching and learning activity
TOS table of specifications

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Development of PPST-based Prototype Syllabi on Priority Programs in Pre-Service Teacher Education
PROJECT BACKGROUND
Rationale
This compendium is one of ten in the series of Prototype Syllabi on Priority Programs in "Teacher
Pre-service Teacher Education developed through the Philippine National Research qualifications,
Center for Teacher Quality (RCTQ), with the Teacher Education Council (TEC) as lead, in teacher's
partnership with select Centers of Excellence and Centers of Development in Teacher
knowledge and
Education. The Development of PPST-based Prototype Syllabi on Priority Programs in Pre-
Service Teacher Education Project aims to further align current teacher education curricula
skills, make more
with the Philippine Professional Standards for Teachers (PPST) to ensure that the future difference for
educators are geared towards educating students for a long term and sustainable nation student learning
building. than any other
single factor."
The PPST-based prototype syllabi aim to provide a benchmark that TEIs can adopt or adapt (Darling-Hammond, 2011)
to enhance their curricula. This promotes shared understanding and expectations of quality
pre-service training throughout the country.

The Philippine Professional Standards for Teachers (PPST)

The National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST) (DepEd Order
No. 42, S. 2017) sets clear expectations of teachers along well-defined career stages. In adopting it, DepEd integrates
PPST in all its professional development programs, learning and delivery systems, and HR systems. The DepEd adoption
and integration of the PPST necessitate that Teacher Education Institutions (TEIs) align their curricula with what the
department needs. The new CHED-issued PSGs on teacher education (2017) are based on PPST to ensure that every
graduate of pre- service teacher education programs can cope with the demands of DepEd. The development of prototype
syllabi supports new pre-service teacher education curriculum based on CHED requirements and DepEd needs.
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Linking Theory to Practice
The developed prototype syllabi do not only respond to the curricular requirements of the PPST and CHED's PSGs. A key
feature of the syllabi is the inclusion of activities that give opportunities for pre-service teachers to put their learnings into
practice. This supports international studies on linking theory to practice. According to Darling-Hammond (George Lucas
Educational Foundation, 2001):

"It's hard to learn theoretical ideas in isolation, try to remember them for two years until you get to
student teaching, and then all of sudden be put in a situation where you're supposed to implement
something you've never seen in practice. That doesn't work. That's the old model of teacher education."

The prototype syllabi were anchored on the core principles of the Pre-service Teachers' Practice-based Training
(PSTePT) framework, developed by RCTQ, with TEC as lead, and select COEs and CODs in teacher education. In this
framework, practice-based teacher education training is described as experiential, developmental, formative, integrative
and system-based. It is an attempt to integrate practicum into the course work of pre-service teachers starting from their
professional education courses, by recommending the inclusion of experiential activities in the field like observations,
interviews, and other opportunities to demonstrate their understanding of theories to actual practice.

Partnerships Towards Quality Pre-service Teacher Education

RCTQ and TEC partnered with select teacher education institutions on the development of 10 compendiums of prototype
syllabi. Two to three TEIs collaboratively worked on one compendium/priority program. Three to four writers per institution
were sent to attend a series of writeshops, reviews and validation to finalize the outputs.

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 Partner institutions in the development of the PPST-based Prototype Syllabi

CORDILLERA
ADMINISTRATIVE REGION I
REGION
Benguet State Saint Louis Pangasinan State
University of
University University
the University
Cordilleras

Values Education Social Studies Values

Social Studies
Education

REGION II REGION III

Saint Mary's
Angeles University
University Foundation
Science Physical Education

REGION V

Ateneo De Bicol University

Naga 8
University

*Priority Program in which the institution served as lead writer

Elementary Education Elementary Education 8
 REGION VIII

Leyte Normal
Southern Leyte
University State University
Filipino Filipino

REGION VII REGION IX

University of San
Cebu Normal
Jose-Recoletos Ateneo De Western Mindanao
University
Zamboanga State University
University
English English Mathematics Professional Education

REGION X

Bukidnon State
Xavier
University
University
Professional Education Mathematics

NATIONAL
CAPITAL
REGION
Centro Escolar De La Salle Philippine Normal University of Asia
University Early University - Manila 9
Science
 University and the
Professional Education Physical Education Pacific
Early Childhood
Education
 PPST-BASED PROTOTYPE SYLLABI PRIORITY PROGRAMS

The priority programs were selected based on various consultations. The prototype syllabi are on the following programs:

 Early Childhood Education  Physical Education

 Elementary Education  Science
 English  Social Studies
 Filipino  Values Education
 Mathematics

PPST-BASED PROTOTYPE SYLLABI INTENDED AUDIENCE

The developed prototype syllabi are intended to assist all TEIs in
the country. Specifically, they were developed to assist community
colleges, colleges in remote areas, and other teacher education
institutions to have further guidance in enhancing their teacher
education curriculum.

Through established partnerships with COEs and CODs in teacher

education across the country and the guidance of the Teacher
Education Council, the continuity of the usability and impact of the
the PPST-based prototype syllabi is ensured.

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THE PROTOTYPE SYLLABI DEVELOPMENT PROCESS

The development followed three key phases:

Activities
 Develop the key features of the prototype syllabi
Planning • Benchmark the syllabi template
• Select partner institutions and syllabi writers
• Map the pre-service teacher education curriculum to the K to 12 curriculum

Activities
• Review of the Beginning Teacher Indicators of PPST
Upskilling the • Review the Curriculum Quality Audit (CQA) Process for curriculum
Writers enhancement
• Writeshops
• Review and validation of interim outputs (though the TWG, the
writing group and other specialists)

Activities
• Review of interim outputs during the 2018 Teacher Education
Review and Council Convention
Validation of • Review of alignment to the PPST through CQA process
• Review and validation with various stakeholders
Outputs - December 6, 2018 - Review of interim outputs during the Teacher
Education Council Convention with representatives from COEs and
CODs
- December-February 2018 – Review of the Technical Working group
- January-February 2019 – Reviews from Partner Institutions
- January 30-February 1 – Review from Non-Partner Institutions
- February 13-16, 2019 – Curriculum Quality Audit review
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 GUIDE TO THE PROTOTYPE SYLLABI COMPENDIUM
This compendium is one of 10 in the PPST-based Prototype Syllabi in Pre-service Teacher Education Compendium Series:

Compendium 1: Professional Education Courses

Compendium 2: Early Childhood Education Specialization Courses
Compendium 3: Elementary Education Specialization Courses
Compendium 4: English Specialization Courses
Compendium 5: Filipino Specialization Courses
Compendium 6: Mathematics Specialization Courses
Compendium 7: Physical Education Specialization Courses
Compendium 8: Science Specialization Courses
Compendium 9: Social Studies Specialization Courses
Compendium 10: Values Education Specialization Courses

Each compendium contains prototype syllabi that Teacher Education Institutions (TEIs) could either adapt or adopt. Parts of the
prototype syllabi template were benchmarked from local and international sources and were agreed upon by the Technical Working
Group and partner institutions.

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 GUIDE TO READING AND UNDERSTANDING
THE PPST-BASED PROTOTYPE SYLLABI
Each prototype syllabi contains the common parts like:

 Institutional Logo and other information

 Vision, Mission and College Goals

 Class Information/Schedule

 Instructor's Information

 Course Information

These parts were intentionally left blank and will be up to

the teacher education institution, college of education and/or
the faculty handling the course to fill in.

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The remaining parts have been filled in by the technical working group, research team and writers. They are designed to be
adopted or to serve as a benchmark and model that may be adapted by teacher education institutions, colleges of education and/or
the faculty handling the course.

Course Description
The course descriptions are enhanced versions of the
course descriptions in the Policies, Standards and
Guidelines (PSGs). Enhancements include additional
inputs and/or elaboration using the language of the PPST
to clarify the intent of the course and make the alignment
to the PPST more explicit.

Course Learning Outcomes

The course outcomes use the language of the standards
to make alignment to the standards more explicit. The
course outcomes are constructively aligned with the
course description, content and assessment.

Beginning Teacher Indicator (BTI) coverage

The column for Beginning Teacher Indicators (BTIs) is a new feature in pre-service teacher education syllabi. It shows which BTIs
are addressed/covered by a course. It also shows where BTIs are covered, specifically in the description, course learning
outcomes, content and assessment. Mapping course components to BTIs promotes constructive alignment, that is the intentional
alignment of course content, assessment and feedback to achieve course learning outcomes (Biggs, 2003; Biggs & Tang, 2011).
Examining alignment of outcomes, content and assessment supports constructive alignment in outcomes-based pre-service
teacher education.

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Time Allotment
The Time Allotment column indicates
the recommended duration to cover
the content.

Intended Learning Outcomes (ILOs)

The ILOs column presents outcomes
which are specific to the content
covered. It presents what pre-service
teachers should be able to know or do
after covering the topics.

The ILOs are learner-centered rather

than content-centered. They provide
guidance on the focus and intent of
the content to be covered.

Content

The Content column outlines topics to

be covered.
Suggested Teaching Learning Suggested Assessment
Mapping to the CLOs Activities (TLAs)
The Suggested Assessment column
Aside from the BTI coverage, the The Suggested TLAs column indicates recommended formative or
prototype syllabi also map ILOs indicates recommended activities to summative activities to measure the
and the Suggested Assessment to deliver the content and help facilitate achievement of the ILOs and/or mastery of
the corresponsing CLO/s, to the pre- service teachers’ the content covered.
ensure constructive alignment. achievement of the ILOs.
Example: 1.1.1 [A]

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 FEATURES OF THE PROTOTYPE SYLLABI

OTHER REQUIREMENTS

Outcome-based Education

Philippine Qualifications

Framework

ASEAN Qualifications Reference

Framework

PROTOTYPE SYLLABI

 Outcome-based
 PPST-aligned
 21st Century
Learning grounded
 PQF- and
AQF- compliant

COMPETENCIES

Beginning Teacher Indicators from the

Philippine Professional Standards for CONTENT KNOWLEDGE
Teachers
K to 12 Curricula
Program Outcomes and Performance
Indicators from the CHED Policies,
Standards and Guidelines on
Teacher Education Programs
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 REFERENCES
Commission on Higher Education. (2017). CMO No. 74, s. 2017: Policies, Standards, and Guidelines for Bachelor in Elementary Education (BEed).
Commission on Higher Education. (2017). CMO No. 75, s. 2017: Policies, Standards, and Guidelines for Bachelor in Secondary Education (BSEd).
Commission on Higher Education. (2017). CMO No. 76, s. 2017: Policies, Standards, and Guidelines for Bachelor in Early Childhood Education
(BECEd).
Commission on Higher Education. (2017). CMO No. 80, s. 2017: Policies, Standards, and Guidelines for Bachelor in Physical Education (BPEd).

Department of Education. (2017). Philippine Professional Standards for Teachers.

George Lucas Educational Foundation. (2001). Linda Darling-Hammond: Thoughts on Teacher Preparation.
https://www.edutopia.org/linda-darling-hammond-teacher-preparation

George Lucas Educational Foundation. (2007).What it Means to be a Skillful Teacher: Experts Share Their Thoughts.
https://www.edutopia.org/what-it-means-be-skillful-teacher

Readings on constructive alignment:

Biggs, J. (2003). Aligning Teaching and Assessment to Curriculum Objectives. Imaginative Curriculum Project, LTSN Generic Centre.
https://scholar.google.com/scholar?q=%22Aligning%20Teaching%20and%20Assessment%20to%20Curriculum%20Objectives%22

Biggs, J. and Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill and Open University Press.

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 THE BEGINNING TEACHER INDICATORS
Domain 1: Content Knowledge Domain 2: Learning Environment Domain 3: Diversity of Learners
and Pedagogy
1.1.1 Demonstrate content knowledge and its 2.1.1 Demonstrate knowledge of policies, guidelines 3.1.1 Demonstrate knowledge and understanding of
application within and/or across curriculum and procedures that provide safe and secure differentiated teaching to suit the learners’ gender,
teaching areas. learning environments. needs, strengths, interests and experiences.

1.2.1 Demonstrate an understanding of research- 2.2.1 Demonstrate understanding of learning 3.2.1 Implement teaching strategies that are responsive
based knowledge and principles of teaching and environments that promote fairness, respect and to the learners’ linguistic, cultural, socio-economic
learning. care to encourage learning. and religious backgrounds.

1.3.1 Show skills in the positive use of ICT to facilitate 2.3.1 Demonstrate knowledge of managing classroom 3.3.1 Use strategies responsive to learners with
the teaching and learning process. structure that engages learners, individually or disabilities, giftedness and talents.
in groups, in meaningful exploration, discovery
and hands-on activities within the available
physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies 2.4.1 Demonstrate understanding of supportive learning 3.4.1 Demonstrate understanding of the special
that promote literacy and numeracy skills. environments that nurture and inspire learner educational needs of learners in difficult
participation. circumstances, including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1 Demonstrate knowledge of learning environments 3.5.1 Demonstrate knowledge of teaching strategies
creative thinking, and/or other higher-order that motivate learners to work productively by that are inclusive of learners from indigenous
thinking skills. assuming responsibility for their own learning. groups.

1.6.1 Use Mother Tongue, Filipino and English to 2.6.1 Demonstrate knowledge of positive and non-
facilitate teaching and learning. violent discipline in the management of learner
behavior.

1.7.1 Demonstrate an understanding of the range of

verbal and non-verbal classroom communication
strategies that support learner understanding,
participation, engagement and achievement.

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 Domain 4: Curriculum and Domain 5: Assessment and Domain 6: Community Linkages Domain 7: Personal Growth and
Planning Reporting and Professional Engagement Professional Development
4.1.1 Prepare developmentally 5.1.1 Demonstrate knowledge of the 6.1.1 Demonstrate an understanding of 7.1.1 Articulate a personal philosophy of
sequenced teaching and learning design, selection, organization and knowledge of learning environments teaching that is learner-centered.
processes to meet curriculum use of diagnostic, formative and that are responsive to community
requirements. summative assessment strategies contexts.
consistent with curriculum
requirements.

4.2.1 Identify learning outcomes that are 5.2.1 Demonstrate knowledge of 6.2.1 Seek advice concerning strategies 7.2.1 Demonstrate behaviors that uphold
aligned with learning competencies. monitoring and evaluation of learner that build relationships with the dignity of teaching as a
progress and achievement using parents/guardians and the wider profession by exhibiting qualities
learner attainment data. community. such as caring attitude, respect and
integrity.
4.3.1 Demonstrate knowledge in the 5.3.1 Demonstrate knowledge of 6.3.1 Demonstrate awareness of existing 7.3.1 Seek opportunities to establish
implementation of relevant and providing timely, accurate and laws and regulations that apply to professional links with colleagues.
responsive learning programs. constructive feedback to improve the teaching profession, and
learner performance. become familiar with the
responsibilities specified in the
Code of Ethics for Professional
Teachers.

4.4.1 Seek advice concerning strategies 5.4.1 Demonstrate familiarity with a range 6.4.1 Demonstrate knowledge and 7.4.1 Demonstrate an understanding of
that can enrich teaching practice. of strategies for communicating understanding of school policies how professional reflection and
learner needs, progress and and procedures to foster learning can be used to improve
achievement. harmonious relationships with the practice.
wider school community.

4.5.1 Show skills in the selection, 5.5.1 Demonstrate an understanding of 7.5.1 Demonstrate motivation to realize
development and use of a variety of the role of assessment data as professional development goals
teaching and learning resources, feedback in teaching and learning based on the Philippine
including ICT, to address learning practices and programs. Professional Standards for
goals. Teachers.

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THE PPST-BASED EARLY CHILDHOOD EDUCATION COURSES
PROTOTYPE SYLLABI
Document Bases:

CMO No. 76, s. 2017: Policies, Standards, and Guidelines for Bachelor of Early Childhood Education
(BECEd) Standards and Competencies for Five-Year-Old Filipino Children [May 2016]
Philippine Professional Standards for Teachers (DO 42, s 2017)

Total Number of Available Specialization Total Number of Available Elective Course

Specialization Courses Course Outputs Elective Courses Outputs
21 21 0 0
Lead Writers:

Secondary Writers/ Reviewers:

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 Child Development

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted

Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.3.b. Demonstrate appreciation for diversity

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

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 Course Information
Course Name Child Development Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course focuses on an in-depth and critical study of the development of learners in three levels: a.) infant and toddler, b.) preschool and c.) K-3
levels (ages 0-8) considering the different domains and the multiple interacting influences. It demonstrates knowledge and understanding of the 1.1.1
young learners’ gender, needs, strengths, interests and experiences. It provides opportunities to observe and interact with children from the three 3.1.1
levels in their home and school environment to build preservice teachers’ positive disposition and readiness in preparing developmentally
appropriate learning environment, teaching and assessment.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers should be able to:

A. demonstrate understanding of the different developmental milestones of 1. Infants and toddlers, 2. preschoolers, and 3. K to 3 in 1.1.1
all developmental domains;
B. apply critical and creative thinking/ and or higher order thinking skills in analyzing the implications of child development principles 1.5.1
to teaching and learning;
C. demonstrate fairness, respect and a caring attitude towards children; 2.2.1
D. observe and interact with young learners in their home and school environment;
E. write and prepare child development reports based on their observation and interactions with young learners in their home and
school environment; and
F. demonstrate understanding of supportive learning environments that nurture and inspire learner participation. 2.4.1

Child Development 22
 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment CLOs Activities CLOs
Week 1 At the end of the week, the pre- A. Principal Concepts in Child
service teacher (PST) can: Development

a. define child development in 1.1.1 1. Child Development:  Use of graphic organizers to  Output: Graphic organizers 1.1.1
their own words; and Meaning, Concepts, and summarize the principal concepts
Approaches in child development
b. discuss the meaning, basic 1.1.1
concepts and approaches  Class Discussion on the meaning,
in child development. basic concepts and approaches  Quiz on the meaning, basic 1.1.1
in child development concepts and approaches in
c. describe the developmental 1.1.1 child development
tasks in each
developmental stage. 2. The Stages of
Development and  Using a timeline chart, students 1.1.1
will identify the developmental  Quiz and a timeline chart on
Developmental
tasks in each developmental the developmental tasks in
Tasks
stage in a child’s development each developmental stage in a
 Use of timeline to identify the child’s development
developmental tasks in each
developmental stage in a
child’s development

Week 2 At the end of the week, the pre- 3. Issues on

service teacher (PST) can: Child
Development
a. discuss issues related to 1.1.1  Holding a panel discussion  Panel discussion with a scoring 1.1.1
child development; and on issues related to child rubric
development
b. analyze position statements 1.1.1
on child development. 6.3.1  Writing a reflection paper related  Reflection paper related to the 1.1.1
to the position statements on position statements on child 6.3.1
child development development 7.4.1

Child Development 23
Week 3 At the end of the week, the pre- 4. Reading Researches in
service teacher (PST) can: Child Development

a. present researches on child 1.2.1  Getting research abstracts on  Consolidated research 1.2.1
development. 1.5.1 child development abstracts on child development

 Analyzing the research  Analysis of the gathered research 1.2.1

abstract collected abstract with a scoring rubric

Week 4 At the end of the week, the pre- B. Prenatal Development

service teacher (PST) can:

a. trace the course of pre-natal 1.1.1  Using a timeline chart,  Output: timeline chart and quiz on 1.1.1
development; students will identify the the prenatal development
significant milestones in the
b. explain hazards to prenatal 1.1.1 prenatal development
development;
 Watching a film or video  Reflection paper on the prenatal 1.1.1
c. become more appreciative of 7.2.1 vignette on the prenatal development and the hazards 7.4.1
the gift of life as manifested in development that might be encountered during
an anti-abortion stand; and  Discussion on hazards that this stage
might be encountered during
the prenatal development
 Reflection paper on the issues of 7.4.1
 Discussion on the issues abortion
of abortion

d. apply pedagogical principles in 1.1.1 1. Synthesis of the  Output: advocacy poster on anti-
the development process 1.2.1 Physical, Cognitive, and  Making of an advocacy poster on abortion with a scoring rubric
during the pre-natal period. Socio-emotional anti-abortion
Development of  Synopsis and quiz on the key
Prenatal Development  Summarizing the key characteristics of pre-natal
characteristics of pre-natal development 7.2.1
development and indicating
the pedagogical principles in
this developmental stage 1.1.1

Child Development 24
Week 5 At the end of the week, the pre- C. Infancy and Toddlerhood
service teacher (PST) can:
1. Physical Development
of Infants and  Using a timeline chart,  Output: timeline chart of the 1.1.1
a. trace the physical development 1.1.1 Toddlers students will identify the physical development of
of infants and toddlers; A significant milestones in the infants and toddlers
1.1 Reflexes physical development of
b. identify and enumerate factors 1.1.1 1.2 Fine motor skills infants and toddlers
that can enhance and impede A 1.3 Gross motor skills
the physical development of 1.4 Vision  Interactive discussion on factors  Quiz on factors that affect the 1.1.1
infants and toddlers; and 1.5 Sensory Development that can enhance and impede physical development of
the physical development of infants and toddlers
c. draw implications of these 1.5.1 infants and toddlers
physical development on the A, B, F
child, education and  Writing of a reflection paper on
parenting the implications of the physical  Output: Reflection paper and 1.5.1
development on the child, a scoring rubric 7.4.1
education and parenting

Week 6 At the end of the week, the pre- 2. Cognitive

service teacher (PST) can: Development of
Infants and
Toddlers
a. trace the cognitive development 1.1.1  Using a timeline chart,  Output: timeline chart of the 1.1.1
of infants and toddlers; A 2.1. Communication students will identify the cognitive development of
development significant milestones in the infants and toddlers
b. identify and enumerate factors 1.1.1 2.2. Language cognitive development of
that can enhance and impede A development infants and toddlers
the cognitive development of
infants and toddlers; and  Interactive discussion on factors  Quiz on factors that affect the 1.1.1
that can enhance and impede cognitive development of
c. draw implications of these 1.5.1 the cognitive development of infants and toddlers
cognitive development on the A, B infants and toddlers
child, education and
parenting.
 Writing of a reflection paper on  Output: Reflection paper and 1.1.1
the implications of the cognitive a scoring rubric 7.4.1
development on the child,
education and parenting

Child Development 25
Week 7 At the end of the week, the pre- 3. Socio-emotional
service teacher (PST) can: Development of
Infants and
a. trace the socio-emotional 1.1.1 Toddlers  Using a timeline chart,  Output: timeline chart of the 1.1.1
development of infants students will identify the socio-emotional development
and toddlers; significant milestones in the of infants and toddlers
1.1.1 socio- emotional development
b. identify and enumerate factors of infants and toddlers
that can enhance and impede
the socio-emotional  Interactive discussion on factors  Quiz on factors that affect the 1.1.1
development of infants and that can enhance and impede socio-emotional development
toddlers; and the socio-emotional of infants and toddlers
1.5.1 development of infants and
c. draw implications of these A, B toddlers
socio-emotional  Output: Reflection paper and 1.1.1
development on the child,  Writing of a reflection paper on a scoring rubric 7.4.1
education and parenting. the implications of the socio-
emotional development on the
child, education and parenting
Week 8 At the end of the week, the pre- 4. Synthesis of the
service teacher (PST) can: Physical, Cognitive, and
Socio-emotional
a. apply pedagogies of learning 1.1.1 Development of Infants  Summarizing of the key  Synopsis and quiz on the key 1.1.1
and teaching for infant and 1.2.1 and Toddlers characteristics of infants’ and characteristics of infants’ and
toddlers. B, D, toddlers’ development and toddlers’ development
E indicating the pedagogical
principles that apply to the
teaching-learning process
for infants and toddlers

 Observing the physical, cognitive,  Observation notes on the 1.1.1

and socio-emotional physical, cognitive, and socio-
development in infancy and emotional development in
toddlerhood infancy and toddlerhood

Week 9 At the end of the week, the pre- D. Preschoolers

service teacher (PST) can: 1. Physical Development
of Preschoolers  Using a timeline chart,  Output: timeline chart of
a. trace the physical development 1.1.1 1.1 Fine motor skills students will identify the the physical development of 1.1.1
of preschoolers A 1.2 Gross motor skills significant preschoolers

Child Development 26
 milestones in the physical
1.1.1 development of preschoolers
A
b. identify and enumerate factors  Interactive discussion on factors  Quiz on factors that affect the 1.1.1
that can enhance and impede that can enhance and impede physical development of
the physical development of the physical development of preschoolers
preschoolers 1.5.1 preschoolers
A, B, F
c. draw implications of these  Writing of a reflection paper on
physical development on the the implications of the physical  Output: Reflection paper 1.1.1
child, education and development on the child, and a scoring rubric 7.4.1
parenting education and parenting

Week 10 At the end of the week, the pre- 2. Cognitive

service teacher (PST) can: Development of
Preschoolers
a. trace the cognitive development 1.1.1 2.1. Communication  Using a timeline chart,  Output: timeline chart of 1.1.1
of preschoolers; A development students will identify the the cognitive development
2.2. Language significant milestones in the of preschoolers
b. identify and enumerate factors 1.1.1 development cognitive development of
that can enhance and impede A preschoolers
the cognitive development of  Quiz on factors that affect the 1.1.1
preschoolers; and  Interactive discussion on factors cognitive development of
that can enhance and impede preschoolers
c. draw implications of these 1.5.1 the cognitive development of
cognitive development on the A, B preschoolers
child, education and  Output: Reflection paper 1.1.1
parenting.  Writing of a reflection paper on and a scoring rubric 7.4.1
the implications of the
cognitive development on the
child, education and parenting
Week 11 At the end of the week, the pre- 3. Socio-emotional
service teacher (PST) can: Development of
Preschoolers

a. trace the socio-emotional 1.1.1  Using a timeline chart,  Output: timeline chart of the 1.1.1
development of preschoolers; A students will identify the socio-emotional
significant milestones in the development of preschoolers
1.1.1 socio- emotional development
A of preschoolers

Child Development 27
 b. identify and enumerate factors  Interactive discussion on factors  Quiz on factors that affect the 1.1.1
that can enhance and impede that can enhance and impede socio-emotional
the socio-emotional the socio-emotional development of preschoolers
development of preschoolers; development of preschoolers
and 1.5.1
A, B  Writing of a reflection paper on  Output: Reflection paper 1.1.1
c. draw implications of these the implications of the socio- and a scoring rubric 7.4.1
socio-emotional emotional development on the
development on the child, child, education and parenting
education and parenting.

Week 12 At the end of the week, the pre- 4. Synthesis of the

service teacher (PST) can: Physical, Cognitive, and
Socio-emotional
a. apply pedagogies of learning 1.1.1 Development of  characteristics of preschoolers’  Synopsis and quiz on the 1.1.1
and teaching appropriate for 1.2.1 Preschoolers development and indicating key characteristics of
preschoolers. B, D, the pedagogical principles that preschoolers’ development
E apply to the teaching-learning
process for preschoolers

 Observing the physical,  Observation notes on the

cognitive, and socio- physical, cognitive, and socio- 1.1.1
emotional development of emotional development in
pre-schoolers infancy and toddlerhood

Week 13 At the end of the week, the pre- E. Primary Schoolers

service teacher (PST) can: 1. Physical Development
of Primary Schoolers
a. trace the physical development 1.1.1 1.1. Fine motor skills  Using a timeline chart,  Output: timeline chart of 1.1.1
of primary schoolers; A 1.2 Gross motor skills students will identify the the physical development of
significant milestones in the primary schoolers
1.1.1 physical development of
A primary schoolers
b. identify and enumerate factors
that can enhance and impede  Interactive discussion on factors  Quiz on factors that affect the
the physical development of that can enhance and impede physical development of 1.1.1
primary schoolers; and 1.5.1 the physical development of primary schoolers
A, B, F primary schoolers
 Writing of a reflection paper on  Output: Reflection paper 1.1.1
the implications of the physical and a scoring rubric 7.4.1

Child Development 28
 c. draw implications of these development on the child,
physical development on the education and parenting
child, education and parenting.
Week 14 At the end of the week, the pre- 2. Cognitive
service teacher (PST) can: Development of
Primary Schoolers
a. trace the cognitive development 1.1.1 2.1. Communication  Using a timeline chart,  Output: timeline chart of 1.1.1
of primary schoolers; A development students will identify the the cognitive development
2.2. Language significant milestones in the of primary schoolers
1.1.1 development cognitive development of
b. identify and enumerate factors A primary schoolers
that can enhance and impede
the cognitive development of  Interactive discussion on factors  Quiz on factors that affect the 1.1.1
primary schoolers; and that can enhance and impede cognitive development of
1.5.1 the cognitive development of primary schoolers
A, B primary schoolers
c. draw implications of these
cognitive development on the  Writing of a reflection paper on  Output: Reflection paper 1.1.1
child, education and the implications of the and a scoring rubric 7.4.1
parenting. cognitive development on the
child, education and parenting

Week 15 At the end of the week, the pre- 3. Socio-emotional

service teacher (PST) can: Development of
Primary  Using a timeline chart,  Output: timeline chart of the 1.1.1
a. trace the socio-emotional 1.1.1 Schoolers students will identify the socio-emotional
development of primary A significant milestones in the development of primary
schoolers; socio- emotional development schoolers
of primary schoolers
b. identify and enumerate factors 1.1.1
that can enhance and impede A  Interactive discussion on factors 1.1.1
the socio-emotional that can enhance and impede the  Quiz on factors that affect the
development of primary socio-emotional development of socio-emotional
schoolers; and primary schoolers development of primary
schoolers
c. draw implications of these 1.5.1  Writing of a reflection paper on 1.1.1
socio-emotional A, B the implications of the socio- 7.4.1
development on the child, emotional development on the  Output: Reflection paper
education and child, education and parenting and a scoring rubric
parenting.

Week 16 At the end of the week, the pre- 4. Synthesis of the

Child Development 29
 service teacher (PST) can: Physical, Cognitive, and
Socio-emotional
a. apply pedagogies of learning 1.1.1 Development of  Summary of the key characteristics  Synopsis and quiz on the 1.1.1
and teaching appropriate for Primary Schoolers
1.2.1 of primary schoolers’ development key characteristics of
primary schoolers. B, D, and indicating the pedagogical primary schoolers’
E principles that apply to the development
teaching-learning process for
primary schoolers

 Observing the physical, cognitive, 1.1.1

and socio-emotional  Observation notes on the
development in infancy and physical, cognitive, and socio-
toddlerhood emotional development in
infancy and toddlerhood
Week 17 At the end of the week, the pre- F. When to Seek Help?
service teacher (PST) can:

a. explain the various types of 1.1.1  Discussion on the various types  Quiz on the various types of 1.1.1
screening programs and 1.5.1 of screening programs and screening programs and
assessment instruments A, B assessment instruments and tests assessment instruments
and tests; and and tests
 Noting the similarities and
differences of the various types  Output: matrix of the 1.1.1
of screening programs and similarities and differences of 5.1.1
assessment instruments and tests the various types of
screening programs and
 Conducting an interview on one’s assessment instruments and
own parents about his/her own tests 1.5.1
birth and what screening 7.4.1
programs and assessment tests  Analysis of the answers on
did the he/she went through the interview and a reflection
(this activity may also be carried paper
out with any woman who has
given birth and is willing to
discuss about screening

Child Development 30
 b. discuss and define red A, B delays and irregularities in the  Reflection paper about
flags, developmental delays child’s development the red flags,
and irregularities in the developmental delays and 5.1.1
child’s development.  Collecting samples of irregularities in the child’s
developmental checklists used development shared by
in early childhood education the invited professional
and noting their similarities and
differences  Consolidated samples of
the developmental 5.2.1
checklists used in early 5.4.1
 Observing a child and using childhood education and a
of developmental checklists matrix on the checklists’
similarities and differences

 Output: Result of the

developmental checklist
Week 18 At the end of the week, the pre- G. Where to Seek Help?
service teacher (PST) can:

a. explain the legislative acts and 6.3.1  Interactive discussion on the  Quiz and reflection paper on the 1.1.1
public policies related to child A, B legislative acts and public legislative acts and public policies 6.3.1
development, prevention, early policies related to child related to child development, 7.4.1
identification and appropriate development, prevention, early prevention, early identification
intervention programs; identification and appropriate and appropriate intervention
intervention programs programs
5.2.1
5.3.1  Conducting a group  Scoring rubric on the group 1.2.1
b. communicate appropriate 5.4.1 demonstration on the demonstration 5.3.1
referrals; and 6.2.1 appropriate ways of 5.4.1
A, B, communicating or implementing
C the referral process

c. enumerate available resources 7.3.1

and direct services (e.g., A, B,  Collecting available resources and  Output: matrix showing a list 7.3.1
agencies and organizations) C, F direct services of available resources,
related to child development, agencies and organizations
prevention, early identification and the services they offer
and appropriate intervention
programs.  Conducting an interview on
at least two agencies or 7.4.1

Child Development 31
 organizations about child  Analysis and reflection
development, prevention, early paper on the answers
identification and appropriate gathered during the
intervention programs interview

Suggested References

Anonat, R. D. (2014). Child and adolescent development.

Bergin, C.C. (2012). Child and adolescent development in your classroom. Australia: Wadsworth.
Bjorklund, D. F. (2012) Child & adolescent development: an integrated approach. Australia: Wadsworth Cengage Learning.
Corpuz, B. B., Lucas M. D., Borabo, H. L., & Lucido, P. I. (2018) The Child and Adolescent Learners and Learning Principles. Quezon City: Lorimar Pub.
Department of Education (2017) Kindergarten Teacher’s Guide at www.deped.gov.ph
Department of Education (2016) Omnibus Policy on Kindergarten Education at www.deped.gov.ph
ECCD Council (2010) National Early Learning Curriculum at https://eccdcouncil.gov.ph/nelc/html
ECCD Council (2010) National Early Learning Framework at https://eccdcouncil.gov.ph/eccd/curriculum.html
Emond, R. (2016). A guide to therapeutic child care: what you need to know to create a healing home.
Erford, B. (2017). An Advance lifespan odyssey for counseling professionals.
Golinkoff, R. M. (2016). Hirsh-Pasek, Kathy. Becoming brilliant: what science tells us about raising successful children.
Harding, J. (2013). Child Development: An Illustrated Handbook. Italy: Hodder Education.
Santrock, J. W. (2008). Essentials of life-span development. New York: Mc Graw-Hill.
Santrock, J. W. (2012). Essentials of life-span development. 2nd ed. New York: Mc Graw-
Hill.
Santrock, J. W. (2012). A Topical approach to life-span development. 6th ed. New York: McGraw-Hill.

Child Development 32
 Health, Nutrition and Safety

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted

Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.1.a. Articulate and discuss the latest developments in the specific field of practice
6.3.e. Possess critical and problem solving skills
6.3.f. Advocate for children’s rights, equity, community, nationalism, and democratic ideas

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

33
 Course Information
Course Name Health, Nutrition and Safety Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements:

Grading System

Course Description BTIs covered

This course centers on the basic concepts, principles and practices of child health, food and nutrition, and child safety for children ages 0 to 8.
It provides opportunities to pre-service students to demonstrate content knowledge of relevant policies, guidelines and procedures and 1.1.1
preventive practices that provide safe and secure learning environment, including ECCD in emergencies and child protection. It emphasizes on 2.1.1
the importance of partnering with health professionals and building relationships with families and communities to help young children
establish healthy lifestyles and achieve their learning potential.

Course Learning Outcomes BTIs covered

At the end of the course, pre-service teachers should be able to:

A. demonstrate content knowledge and application of basic concepts, principles, and practices of health, safety, and nutritional needs 1.1.1
of children ages 0 to 8 years; and 2.1.1

B. demonstrate knowledge of policies, procedures, and preventive strategies and their corresponding ethical standards that ensure 2.11
safe and secure learning environments for young children.

Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Foundations for Wellness in
service teacher (PST) can: Young Children
1. Importance of nutrition  Discussion  Quiz on foundations for 1.1.1
a. analyze the impact of the early 1.1.1 and health in the early wellness in young children 1.2.1
years on children's life-long years 1.1.1,
health and nutritional status; 2. Current trends and  Based on researches, design an  Infographic scoring rubric 1.2.1
1.1.1 relationships between infographic on:
1.2.1 1.1.1

Health, Nutrition and Safety 34

 b. explain how health, safety, children’s health, safety, 1. Importance of nutrition 1.2.1
and nutrition are interrelated; 1.1.1 and nutrition and health
1.2.1 3. Factors that influence 2. current trends affecting 1.2.1
c. describe current trends affecting children's health safety children’s health, safety
health, safety, and nutrition; 1.2.1 and nutrition and nutrition
3. factors that influence 1.2.1
d. describe the factors that influence children's health safety
children's health, safety, and and nutrition
nutritional status based on 1.2.1
research; and

e. describe the role of culture in

children’s health, safety, and
nutrition.

Weeks 2-3 At the end of these weeks, the pre- B. Nutrition and the Healthy
service teacher (PST) can: Child
1. Basics of early childhood  Discussion  Quiz on nutrition and 1.1.1
a. explain the basics of early nutrition, including the healthy child
childhood nutrition; 1.1.1 nutritional meal plans 1.1.1
b. develop meal plans and snacks A and snacks  Preparation of simple  Snacks prepared by the 3.1.1
that meet children's nutritional 1.1.1 2. Developmentally nutritious snacks for children students will be assessed 4.5.1
needs; A appropriate mealtime based on the following
c. analyze the quality and environments for infants, sample criteria: nutritional
developmental appropriateness 1.1.1 toddlers, preschoolers, and content, taste,
of meal-time environments for A primary children presentation, and ease of
infants; and preparation
d. analyze the quality and
developmental appropriateness 1.1.1
of meal-time environments for A
toddlers, preschoolers, and
school-age children.

Week 4 At the end of the week, the pre- C. Standards, Guidelines and
service teacher (PST) can: National Initiatives
1. Roles of standards,  Discussion  Quiz on standards, guidelines 2.1.1
a. explain the nutrition standards, 2.1.1 guidelines, and national and national initiatives
guidelines, and national initiatives D initiatives for children’s
on program and teaching nutrition, safety, and
practices; health in program and  Interview resource persons on 2.1.1
2.1.1 teaching practices standards, guidelines and national 6.2.1

Health, Nutrition and Safety 35

 b. explain the safety standards, C, D initiatives on nutrition, health and  Seatwork: develop program
guidelines, and national safety and write about your nutrition goals and design
initiatives on program and insights gained from the a weekly meal plan 2.1.1
teaching practices; and 2.1.1 interviews  Paper on insights scoring
c. explain the health standards, D rubric
guidelines, and national initiatives
on program and teaching
practices.

Week 5 At the end of the week, the pre- D. Physical Fitness and
service teacher (PST) can: Movement in Young
Children  Discussion  Quiz on physical fitness and 3.1.1
a. explain the importance of 3.1.1 1. Importance of movement in young children
physical fitness of young children; A Physical Fitness  Designing movement activities for  Movement activities 3.1.1
and 2. Development of young children designed and performed by
3.1.1 Movement the students will be assessed
b. design movement activities A 3. Movement Programs based on the following
for young children. for Young Children scoring rubric: inclusion of
locomotor and non-
locomotor movements, easy
to follow, fun, etc.

 Observations on current  Observation report 3.1.1

movement programs/activities for sheets/checklists scoring 5.1.1
children available in the rubric
Philippines (Gymboree, Little Gym,
etc)

Week 6 At the end of the week, the pre- E. Common Illnesses and
service teacher (PST) can: Injuries
1. Health policies in early  Discussion  Quiz on common 2.1.1
a. enumerate health policies 2.1.1 childhood settings illnesses and injuries
including safe medication D 2. Teacher’s role in
administration; managing illness and  Report on common illnesses and  Reports will be assessed 1.1.1
b. describe the teacher's role in 1.1.1 common infectious injuries in young children based on the following 2.1.1
managing illness and common A diseases sample criteria: completeness,
infectious diseases; and 3. Healthy practices to clarity, etc.
c. explain healthy practices to 1.1.1 prevent the spread of
prevent the spread of illness in 2.1.1 illness
early childhood settings. A

Health, Nutrition and Safety 36

Weeks 7-8 At the end of the week, the pre- F. Children’s Emotional Health
service teacher (PST) can: and Safety
 Discussion  Quiz on children’s emotional 1.1.1
a. describe the relationship 1.1.1 health and safety
between mental health and child A  Prepare a puppet show discussing  Puppet show scoring rubric 4.5.1
development; to children ways to be friendly 2.2.1
b. apply strategies in creating a pro- 4.5.1 and safe
social environment; 2.2.1
c. demonstrate effective E, F
responses to aggressive
behavior; and
d. enumerate ways to address
children's varied mental health
needs.
Weeks 9-10 At the end of these weeks, the pre- G. Child Abuse and Neglect
service teacher (PST) can:

a. describe risk factors for child  Discussion  Quiz on child abuse 3.4.1
abuse and neglect Identify 3.4.1 and neglect 3.4.1,
signs of child abuse and D
neglect;  Prepare an advocacy poster  Advocacy poster scoring 4.5.1,
b. explain the DSWD guidelines 3.4.1 against Child Abuse and Neglect rubric 5.1.1
and protocols for child abuse D
and neglect; and 5.1.1,
c. explain the early childhood  Write a reflection on the early  Reflection paper scoring 7.4.1
educator's role in the prevention childhood educator's role in the rubric
of child abuse and neglect. prevention of child abuse and
neglect

Week 11 At the end of the week, the pre- H. Effective Emergency

service teacher (PST) can: Response

a. identify the most common 1.1.1  Discussion  Quiz on effective emergency

types of injuries in young A responses 1.1.1
children;
2.1.1  Prepare a First Aid Flip chart to  First Aid Flip chart scoring 2.1.1
b. explain policies and procedures D describe what to do in case of an rubric
for preventing and responding to injury when a child is in your care
emergencies; and

Health, Nutrition and Safety 37

 c. Prepare a disaster response plan. 2.1.1
D
Weeks At the end of the week, the pre- I. Developing and
12-13 service teacher (PST) can: Implementing Safety
Practices
a. design a safe early childhood 2.1.1 1. Safe indoor and outdoor  Discussion  Pretest/Posttest on students’ 2.1.1
indoor educational environment; D environments knowledge of common safety
2. Supervision in early practices
b. design a safe early childhood 2.1.1 childhood education 2.1.1
outdoor educational environment; D settings  Visit a playground and evaluate  Playground safety
3. Food safety issues it based on criteria for safety evaluation scoring rubric 2.1.1
c. describe effective supervision in 2.1.1  Visit a classroom and evaluate it  Classroom safety evaluation
early childhood education D based on criteria for safety scoring rubric
settings Identify food safety  Video-showing HACCP
issues; and (food handling)

d. evaluate safety practices. 2.1.1

D
Week 14 At the end of the week, the pre- J. Evaluating Children’s Health
service teacher (PST) can: and Development
1. Health screenings and  Discussion  Quiz on evaluating children’s 1.1.1
a. describe the role of health 1.1.1 assessment health and development
screenings and assessment in A 2. Health conditions  Resource speaker (pediatrician,  Seatwork: develop school 1.1.1
early childhood settings; and that affect children. nurse or any health forms such as child health
b. analyze health conditions 1.1.1 professional) record, incident report, etc.
that affect children. A

Weeks At the end of the week, the pre- K. Parents and Community
15-16 service teacher (PST) can: Partnership to Promote
Children’s Wellness  Discussion  Quiz on parents and 6.2.1
a. develop strategies that facilitate 6.2.1 1. Importance of community partnership
collaboration with families to C partnerships promoting children’s wellness
meet children's nutritional needs, with families to meet  Make a brochure of online 6.2.1
 Brochure of online resources
including the support of breast children’s nutritional resources about young children’s scoring rubric
feeding; needs health nutrition and safety for  Parents orientation
b. describe ways that early 6.2.1 2. Importance of parents program scoring rubric
childhood educators can C partnerships  Design a parents’ orientation 6.2.1
 Panel discussion
partner with families to provide with families to meet for program about children’s scoring rubric
for children's special health care children’s special health health, nutrition and safety  Develop a partnership
needs; and care needs
with the community

Health, Nutrition and Safety 38

 c. plan educational opportunities for 6.2.1 3. Educational opportunities  Panel discussions with resource  Propose a project/program
families in the areas of health, C for families in the areas of speakers (doctors, barangay health with the barangay
safety and nutrition. health, safety, and care workers, etc.)
nutrition
4. Ways that culture can
play a role in children’s
wellness

Weeks At the end of the week, the pre- L. Effective Learning

17-18 service teacher (PST) can: Experiences

a. design learning experiences 4.5.1  Discussion  Quiz on effective 1.1.1

focused on health concepts B, E learning experiences
and activities for young
children;  Choose a book on nutrition for  Written lesson plan on 4.5.1
4.5.1 young children, create a lesson nutrition scoring rubric
b. design safety awareness activities B, E plan for preschoolers or primary  Demonstration lesson
for young children; and schoolers to demonstrate in class on nutrition scoring
 Design activities for safety rubric 4.5.1
awareness for young children  Activities for safety
c. design nutrition education awareness scoring rubric
activities for young children.

Suggested References
Marotz, L.R. (2009). Health, safety and nutrition for the young child (7E). Delmar Cengage Learning, International Students Edition.

Robertson, C. (6E). Safety, nutrition and health in early education. Cengage Learning.

Sayre, N.E., & Gallagher, J.D. (2001). The young child and the environment: Issues related to health, nutrition, safety and physical activity. Boston: Allyn and Bacon.

Sorte, J., Daeschel, I., & Amador, C. (2011). Nutrition, health and safety for young children: Promoting wellness. Pearson Education, Inc.

Health, Nutrition and Safety 39

 Foundations of Early Childhood Education

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted

Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4-5):

6.1.d. Act in recognition of professional, social, and ethical responsibility
6.2.a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts
6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.g. Pursue lifelong learning
6.4.a. Demonstrate service orientation in their respective professions

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

40
 Course Information
Foundations of Early Childhood
Course Name Course Code
Education
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements:

Grading System

Course Description BTIs covered

This course highlights the importance of early childhood education through fundamental concepts, historical, philosophical, theoretical roots and
legal frameworks. It offers opportunities for pre-service students to demonstrate awareness of the code of ethics as it guides the roles and 1.1.1
responsibilities of early childhood professionals. It provides opportunities for re-service students to explore contemporary programs and key 6.3.1
organizations in the Philippines and in other countries, through exposure to ECE programs and practices to find out about the opportunities of the
profession.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge of the importance of early childhood education through fundamental concepts, historical, theoretical roots 1.1.1
and legal framework activities;
B. explain the importance of early childhood education profession and the role of early childhood education profession; 1.1.1
C. demonstrate knowledge in the implementation of relevant and responsive programs of key organizations in ECE in the Philippines and 4.3.1
in other countries; and
D. articulate a personal philosophy in teaching young children. 7.1.1

Foundations of Early Childhood Education 41

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Weeks 1-2 At the end of these weeks, the pre- A. Introduction- Deciding to be
service teacher (PST) can: a Teacher
1. Thinking about teaching
a. discuss various motivations  Reflection Paper on one’s 7.4.1
for becoming a teacher; and 7.5.1  Discussion on the various motivations for becoming 7.5.1
A motivations for becoming a teacher
a teacher
 Creating a response  Output: Response and Reflection 7.4.1
and reflection journal Journal
b. describe the active role of  Conducting an interview to early  Output: Collated answers on the 7.2.1
decision-making. childhood educators to interview and the matrix showing
determine what motivated them the said necessary characteristics
to teach, as well as what to be a successful teacher and
characteristics they feel are the reasons for it
necessary to be a successful
teacher

1.5.1  Discussing about the active role  Quiz on decision-making 1.1.1

A of decision-making 1.5.1

Weeks 3-4 At the end of these weeks, the pre- B. Quality Early Childhood
service teacher (PST) can: Education
1. Components of Quality
a. discuss several specific 2. Position Statements
 Quiz on the specific
components of quality in early 1.1.1 3. Philippine Laws that  Discussing the specific 1.1.1
components of quality in early
education and childhood ensure quality components of quality in early
education and childhood
programs; programs education and childhood
programs
programs
1.1.1
b. describe specific program A  Discussing the specific program  Quiz on the specific program 1.1.1
decisions that exemplify each decisions that exemplify each decisions that exemplify each
component; components components

c. identify what is meant by the 1.1.1  Reading the NAEYC “position  Reflection paper on the NAEYC 6.3.1
NAEYC “position statement 1.2.1 statement on developmentally “position statement on 7.4.1
on developmentally 6.3.1 appropriate practice” developmentally appropriate
appropriate practice”; and A, B practice”

Foundations of Early Childhood Education 42

 d. articulate a personal 7.1.1  Writing a personal statement of  Output: Personal statement of 7.1.1
philosophy of teaching. D one’s belief or philosophy of one’s belief or philosophy of early
early childhood education childhood education
based on their thinking and
reading at this point

Week 5 At the end of the week, the pre- C. The Roles of Teachers
service teacher (PST) can: 1. Identifying the Roles of
teachers
 Quiz on the several distinct roles
 Discussing the several distinct 1.1.1
played by early childhood
a. identify several distinct roles 1.1.1 roles played by early
teachers
played by early childhood B childhood teachers
teachers; and
 Output: Detailed observation
 Observing teachers in their daily 1.1.1
notes with label on each
b. describe the rationale for each 1.1.1 routine in a preschool, then take
teacher roles and its definitions
of the roles, and discuss B detailed objective notes and
component behaviors. label each teacher role and
define its purpose

Week 5 At the end of the week, the pre- D. Motivations of Teachers

service teacher (PST) can:

 Output: List of different

a. identify and discuss motivators 1.1.1  Listing down different 1.1.1
motivators with ranking from
for individuals who enter early 7.5.1 motivators. Student will find five 7.5.1
five teachers and the collated
education. A teachers who will rank the
responses
motivators and the responses
gathered will be collated

Week 6 At the end of the week, the pre- E. Challenges of Early

service teacher (PST) can: Educators

a. identify and discuss 1.1.1  Forming dyads. Let one play the  Output: Write-ups/ Journal on the 1.1.1
challenges for those working 1.5.1 role of “devil’s advocate”. Let the insights gained from the activity 1.5.1
in early education; and A, B student (devil’s advocate) cite about the challenges for those 6.2.1
reasons why one should not be working in early education and
a teacher, then the other supports available for the teachers
b. describe several helpful 1.1.1 students will view this as
supports for teachers 6.2.1 challenges and respond. Write
facing challenges. A, B insights gained.

Foundations of Early Childhood Education 43

Weeks 7-8 At the end of these weeks, the pre- F. Roots of Early Education
service teacher (PST) can:

a. trace the beginning of early 1.1.1  Creating a timeline of the  Output: Timeline of the 1.1.1
childhood education in the A, B beginning of early childhood beginning of early childhood
world and in the Philippines; and education in the world and in education in the world and in the
the Philippines Philippines
b. identify the persons who 1.1.1  Picking one important individual 1.1.1
created impact in early A in the history of early childhood  Output: Research paper on a 1.2.1
education and the education. Research his/her work chosen important individual in 1.5.1
contributions they made. and contribution focusing on the history of early childhood
raves and criticisms of their work. education stating his/her work
Conclude by expressing your and contribution focusing on
own views. raves and criticisms of his/her
work and a reflection paper
expressing of one’s own views
about the research
Weeks 9-10 At the end of these weeks, the pre- G. The Modern Profession
service teacher (PST) can: 1. Early Childhood
Education as a
a. identify the characteristics of an 1.1.1 Profession  Discussing about the characteristics  Quiz on the characteristics of an 1.1.1
early childhood education A, B 2. Professional of an early childhood education early childhood education
professional; Organizations in professional professional
the World and in
b. identify professional 1.1.1 the Philippines  Researching different professional  Output: Matrix of different 6.1.1
organizations in the world 6.1.1 3. Code of Ethics organization in early childhood professional organizations in early 6.3.1
and in the Philippines; and 6.3.1 4. Position statements education from abroad and here in childhood education from abroad
A, C on Developmentally the Philippines. Find out their and here in the Philippines with
Appropriate Practices history, goals and objectives and their history, goals, objectives,
programs and services. programs and services

 Choosing a professional
c. be a junior member/affiliate of a 7.3.1 organization and become a  Output: Membership or 7.3.1
professional organization in the C member Affiliation to a professional
Philippines. organization in the Philippines

Foundations of Early Childhood Education 44

Weeks At the end of these weeks, the pre- H. Professional Education
12-13 service teacher (PST) can: and Career Directions
1. Diversity in Early
a. explain the various career 1.1.1 Childhood Professional  Conducting an interview in early  Output: Collated answers or 6.2.1
options in the early 7.5.1 Preparations childhood education responses from the interview 7.3.1
childhood education field. A, B 2. Career Directions practitioners in different work 7.4.1
settings  Output: collected information
 Surfing the net and looking for gained from the online interaction 6.2.1
chat sites for teachers. Interact with teachers from different parts 7.3.1
with teachers from different parts of the world
of the world and know about the
work they do.
Weeks At the end of these weeks, the pre- I. Current Issues in Early
14-16 service teacher (PST) can: Education
1. Issues on the Profession
a. discuss and evaluate 2. Issues on the Programs  Researching on early childhood  Panel discussion on current issues 1.1.1
relevant issues in early 1.1.1 issues like inclusion or diversity in early childhood education
education. A among others. Conduct a
panel discussion on these
issues  Output: Advocacy poster about 1.1.1
 Designing an advocacy poster a resolution on issues in early 1.5.1
based on the resolution of childhood education with a
the issues discussed scoring rubric

Weeks At the end of these weeks, the pre- J. The Road Ahead
17-18 service teacher (PST) can:
 Writing a comprehensive  Output: Comprehensive
a. discuss several actions that will 1.1.1 personal statement of your personal statement of one’s 7.1.1,
contribute to successful 7.5.1 thoughts and aims in education, thoughts and aims in education 7.5.1
professional growth as an early A, B including such ideas as your
educator beliefs about effective teaching
and optimum learning
situations for young children
 Examining your own suitability  Output: List of one’s strengths
for teaching. List your strengths and weaknesses in suitability for 7.4.1
and weaknesses. Set some goals teaching and a plan for specific
for yourself. Make a tentative actions you will take to begin your
plan for specific actions you will professional development; a. as
take to begin your professional student b. in your first year of
development; a. as student b. in teaching
your first year of teaching

Foundations of Early Childhood Education 45

 Suggested References
Bredekamp, S. (2011). Effective Practices in Early Childhood Education: Building a Foundation. Boston: Pearson

Cronin, A., & Mandich, M. (2016). Human Development and Performance throughout the Lifespan. Boston, MA, USA: Cengage Learning.

Cryan, J. R., & Surbeck, E. (1979). Early Childhood Education: Foundations for Lifelong Learning. Bloomington, IN: Phi Delta Kappa Educational Foundation.

Department of Education (2017) Kindergarten Teacher’s Guide at www.deped.gov.ph

Department of Education (2016) Omnibus Policy on Kindergarten Education at www.deped.gov.ph

ECCD Council (2010) National Early Learning Curriculum at https://eccdcouncil.gov.ph/nelc/html

ECCD Council (2010) National Early Learning Framework at https://eccdcouncil.gov.ph/eccd/curriculum.html

Gordon, A. M., & Browne, K. W. (2017). Beginnings & Beyond: Foundations in Early Childhood Education (10th ed.). Boston, MA: Cengage Learning.

Spodek, B., Saracho, O. N., & Davis, M. D. (1991). Foundations of Early Childhood Education: Teaching three-, four-, and five-year-old Children. Englewoods Cliff, New Jersey: Prentice Hall.

Trodd, L. (2016). The Early Years Handbook for Students and Practitioners: An Essential Guide for the Foundation Degree and Levels 4 and 5. London: Routledge.

Foundations of Early Childhood Education 46

 Play and Developmentally Appropriate Practices in Early Childhood Education
Institution Name of Institution Date Last Revised
Logo College Name Revision Date
Department Semester Adopted

Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.2.b. Demonstrate mastery of subject matter/discipline

6.3.a. Demonstrate high level of content and pedagogical
6.3.c. Manifest collaborative skills
6.3.d. Demonstrate innovative thinking

Class Information Instructor's Information

Section Instructor's Name

Schedule Office Designation

Time Office Hours

Venue Office Telephone

Term E-mail Address

47
 Course Information
Play and Developmentally Appropriate
Course Name Course Code
Practices in Early Childhood Education
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements:

Grading System

Course Description BTIs covered

This course describes the importance of play as an essential and fundamental approach to teaching and learning. It demonstrates understanding of
play as a tool in creating supportive learning environments that nurture and inspire learner participation. It demonstrates skills in the selection, 1.1.1, 1.3.1, 2.1.1,
creation, facilitation and use of developmentally appropriate play resources, practices and methods to address learning goals for young children, 4.5.1, 5.5.1, 6.3.1
ages 0-8 in all domains and across all learning areas.
Course Learning Outcomes BTIs covered

At the end of the course, pre-service teachers should be able to:

A. demonstrate knowledge of the importance of play as a tool in creating supportive learning environments that nurture and inspire 2.4.1, 4.5.1
learner participation;
B. design appropriate play-based learning environments for the three ECE levels to motivate them to work productively by 2.5.1
assuming responsibility for their own learning;
C. demonstrate skills in the selection, development, facilitation and use of variety of appropriate play-based learning activities 4.5.1
and resources including ICT in addressing learning goals for the three ECE levels;
D. demonstrate engagement and enjoyment in play-based learning activities that nurture and inspire learner participation; 2.4.1
E. create and use developmentally appropriate play resources that are aligned to learning competencies in the three ECE levels; and 4.2.1
F. apply teaching strategies that develop critical and creative thinking, and/or other higher-order thinking skills. 1.5.1

Play and Developmentally Appropriate Practices in Early Childhood Education 48

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Importance of Play as an
service teacher (PST) can: Essential and Fundamental
Approach to Teaching and
Learning
a. discuss how play contributes to 1.1.1 1. Cognitive Development  Discussing on the role of play in  Individual/team presentation of 1.1.1
children’s development; and A 2. Language and Literacy the development of children a scientific study (research-based 1.2.1
Development journal article) that examines/
3. Social Development highlights the effects/ impact of
b. demonstrate knowledge of play 1.1.1 4. Emotional Development  Observing a preschool child for a play on specific domain of child
as a tool in creating supportive 1.2.1 5. Creativity and thirty-minute play period. Make a development
learning environments that A Imagination list of the intellectual, social,
nurture development 6. Physical Development emotional, and physical
development that you observe  Observation report describing how 1.5.1
play nurture development 4.5.1

Weeks 2-3 At the end of these weeks, the pre- B. Defining Play and Play
service teacher (PST) can: Experiences
1. What is Play, Free Play  Discussing about play and  Quiz about play and its levels 1.1.1
a. define play; 1.1.1, and Guided Play? its levels
A 2. Theoretical Framework  Researching articles on play in  Review paper 1.2.1
b. discuss and identify its levels; 1.1.1 3. Levels of Play the ECE curriculum
A 4. Purposes of Play  Creating a compare and contrast  Compare and contrast matrix 1.5.1
5. Roles of the child in play matrix about adult-led and child- about adult-led and child-
6. Roles of the teacher in initiated play initiated play
c. compare and contrast adult-led 1.5.1 play  Discussing about the roles of the  Quiz about the roles of the child 1.1.1
and child-initiated play; A 7. The Value of Play Child and the teacher in play and the teacher in play
8. Controversies under Play  Observing a preschool classroom  Observation report 1.5.1,
during play 4.5.1
d. explain the roles of the child and 1.1.1  Discussing the value of play  Quiz on the value of play 1.1.1
the teacher in play; and A  Researching on current issues and  Research report 1.2.1
reporting it to the class

e. discuss the value of play 1.1.1

and current issues A, D

Play and Developmentally Appropriate Practices in Early Childhood Education 49

 Week 4 At the end of the week, the pre- C. Development of Play
service teacher (PST) can: Behaviors
1. Changes in Play as  Discussing about the range of  Quiz about the range of theories 1.1.1
a. discuss the range of theories of 1.1.1 children grow and theories of play and their of play and their implications for 1.2.1
play and their implications for 1.2.1 develop implications for providing play providing play experiences for
providing play experiences for A 2. Infants and Toddlers at experiences for young children young children
young children; and play
3. Preschoolers at Play  Focusing on a specific age groups  Research report and 1.2.1
b. examine the different types 1.1.1 4. Play in the early school to examine the key characteristics presentation 4.5.1
of play children engage in at 1.2.1 years of play at that stage. Students will
different times in their A find at least two journal articles
development (based on on play related to the assigned
research). age group. (Individual or team
presentation)

Week 5 At the end of the week, the pre- D. Factors that Influence Play
service teacher (PST) can: 1. Individual differences in
children
a. design appropriate play-based 2.1.1 2. The Physical Environment  Discussing the factors that  Quiz on the factors that influence 2.1.1
learning environments for the 2.5.1 3. The Social Environment influence play and the impact of play and the impact of play-based 2.5.1
three ECE levels to motivate B 4. Cultural influences and play-based learning environments learning environments on the
them to work productively by play on the teaching-learning dynamics teaching-learning dynamics
assuming responsibility for
their own learning.  Designing an architectural lay-  Architectural lay-out of their 2.1.1
out of their envisioned play- envisioned play-based learning 2.3.1,
based learning center with center with appropriate material 4.5.1
appropriate materials (taking into
account the factors that influence
play experience in young
children)

Weeks 6-7 At the end of these weeks, the pre- E. Play in the School Setting
service teacher (PST) can: 1. Benefits of Play at School
2. Selecting materials for
a. explain the benefits of play; 1.1.1 play  Discussing about the benefits of  Quiz on the benefits of play and 1.1.1,
A 3. Play as a play and using play as a using play as a teaching 1.4.1
teaching strategy teaching strategy strategy
b. discuss about using play as a 1.1.1  Researching on available and 1.5.1,
teaching strategy; and 1.4.1 effective materials for play and  Matrix of materials for play 4.5.1
A create a matrix describing each
material

Play and Developmentally Appropriate Practices in Early Childhood Education 50

 c. identify and create 4.5.1  Designing materials for play  Scoring rubrics for the materials 4.5.1,
appropriate materials for play. C, D, and demonstrating how it may and demonstration 5.1.1
E be use
Week 8 At the end of the week, the pre- F. How Does Play Develop?
service teacher (PST) can: 1. Cognitive Play
2. Social Play

a. describe and analyze the types, 1.1.1  Discussing about the types,  Quiz on the types, functions, 1.1.1
functions and purposes of play. A functions, and purposes of and purposes of play
play
Week 9 At the end of the week, the pre- G. Teacher’s Roles and
service teacher (PST) can: Responsibilities
1. Teachers as Observers  Discussing the different roles of  Quiz on the different roles of the 1.1.1
a. define teachers’ roles and 1.1.1 2. Teachers as Extenders the ECE teacher in the planning, ECE teacher in the planning,
responsibilities in play. A 3. Teachers as Planners preparation, implementation, preparation, implementation,
4. Teachers as Facilitators and evaluation of play activities and evaluation of play activities
5. Teachers as Responders
6. Teachers as Models  Requiring reflections and critical  Reflection paper and analysis 1.5.1
analysis on roles and on roles and responsibilities of 7.4.1
responsibilities of teachers in teachers in facilitating play
facilitating play experiences for experiences for young children
young children

Week 10 At the end of the week, the pre- H. Orchestrating Children’s Play
service teacher (PST) can: 1. Play orchestration
strategies
a. select and apply teaching 1.5.1 2. Interactions with children  Creating and using of a prop box  Prop box and a scoring rubric 1.5.1
strategies that develop critical 4.5.1 a. Pretend-Play as a whole class/ individual/ 4.5.1
and creative thinking and/or F and scaffolding team output 5.1.1
higher-order thinking skills. b. Spontaneous,
Guided and Directed
Play
c. Responding to
Children’s Behavior

Week 11 At the end of the week, the pre- I. Key Elements in a Play
service teacher (PST) can: Oriented Curriculum
1. Culturally Diverse Groups
a. describe play based curriculum 1.1.1 2. Children with Disabilities  Discussion about play based  Quiz on play based curriculum 1.1.1
appropriate for culturally 3.2.1 3. High-Achieving and Low- curriculum appropriate for appropriate for culturally diverse 3.2.1
diverse groups, children with 3.3.1 Achieving Children culturally diverse groups, children groups, children with disabilities, 3.3.1
with disabilities, and high- 3.5.1

Play and Developmentally Appropriate Practices in Early Childhood Education 51

 disabilities, and high-achieving 3.5.1 achieving and low-achieving and high-achieving and low-
and low-achieving children. A children achieving children

Week 12 At the end of the week, the pre- J. Play-Centered Curriculum

service teacher (PST) can: 1. Mathematics
2. Literacy and Language
a. plan and design play-based 3. Science  Planning and designing play-  Play-based activities with 3.1.1
activities with appropriate 3.1.1 4. Arts based activities with appropriate materials for each of 4.5.1
materials addressing each of 4.5.1 5. Play and Socialization appropriate materials the following:
the following: C, D, addressing each of the - Mathematics
-Mathematics E following: - Literacy and Language
-Literacy and Language - Mathematics - Science
-Science - Literacy and Language - Arts
-Arts - Science - Play and Socialization
-Play and Socialization - Arts
- Play and Socialization
Weeks At the end of these weeks, the pre- K. Planning and Arranging
13-14 service teacher (PST) can: the Creative Environment
1. Theoretical Framework
a. explain the effects of the 1.1.1 - Climate  Discussion about the effects of  Quiz on the effects of the 1.1.1
physical environment on 2.6.1 - Space the physical environment on physical environment on 2.6.1
children’s and teachers’ behavior; A - Time children’s and teachers’ children’s and teachers’
2. Arranging the behavior. behavior
Indoor Environment . 1.5.1
b. identify the characteristics of 2.1.1 - Room Arrangement  Observing indoor and outdoor  Observation report 2.1.1
creative indoor and outdoor A - Centers environments of different 4.5.1
environments; - Transitions and schools
Routines 2.1.1,
c. plan and use room 2.1.1 3. Arranging the  Plan of room arrangements, 4.5.1,
arrangements, centers, B, C, Outdoor Environment  Planning and using room centers, transitions, and 5.1.1
transitions, and routines to D, E - Types of Playgrounds arrangements, centers, routines with a scoring rubric
enhance children’s creative - Characteristics of transitions, and routines to
expression and play; and Outdoor Play enhance children’s creative
Environment expression and play 1.5.1,
d. plan creative 3.1.1 - Outdoor  Observation report 4.5.1
outdoor experiences. B, C, Environments for  Observing children playing
D, E Children of Different outdoors. What are the most
Ages common activities you
4. Teachers’ Roles and observe? Can you identify
Responsibilities difference s in outdoor play
5. Special Populations and indoor play? Do the
playground and the equipment
and materials

Play and Developmentally Appropriate Practices in Early Childhood Education 52

 - Children with available limit or encourage the
Disabling play? How?
Conditions
- High-Achieving and  Planning creative outdoor  Outdoor activities and materials 1.5.1,
Low-Achieving experiences with appropriate and performance-based 4.5.1,
Children materials and demonstrating assessment 5.1.1
the activities

Weeks At the end of these weeks, the pre- L. Materials for

15-17 service teacher (PST) can: Creative Expression
and Play
1. Theoretical Framework
a. describe the history of toys 1.1.1 - History of Toys  Discussion about the effects of  Quiz on the effects of the 1.1.1
and playthings; A and Playthings the physical environment on physical environment on 2.6.1
- Convergent children’s and teachers’ children’s and teachers’
and Divergent behavior behavior.
b. identify the divergent 1.1.1 Play Materials 1.5.1
and convergent A Children’s Responses  Observing indoor and outdoor  Observation report 2.1.1
materials; to Materials environments of different 4.5.1
2. Types of Materials schools
- Skill/Concept Materials 2.1.1
1.5.1 - Gross Motor Materials  Plan of room arrangements, 4.5.1
c. provide age-appropriate 4.5.1 - Manipulative Materials  Planning and using room centers, transitions, and 5.1.1
materials and games; C, D, - Construction Materials arrangements, centers, routines with a scoring rubric
E - Self-Expressive transitions, and routines to
Materials enhance children’s creative
1.1.1 - Natural and expression and play 1.5.1
d. discuss the appropriate roles of A Everyday Objects  Observation report 4.5.1
the adult; 3. Developmentally  Observing children playing
4.1.1 Appropriate Materials outdoors. What are the most
4.5.1 - Infants and Toddlers common activities you
C, D, - Preschoolers and observe? Can you identify
E Kindergartners difference s in outdoor play
- School-Age Children and indoor play? Do the
4. Other Divergent Play playground and the equipment
Materials and materials available limit or
3.1.1 - Blocks encourage the play? How? 1.5.1,
e. incorporate invented games 4.5.1 - Modeling Materials  Outdoor activities and 4.5.1,
into the curriculum; and C, D, - Sand and Water  Planning creative outdoor materials and performance- 5.1.1
E 5. Organized Games experiences with appropriate based assessment
f. describe different appropriate - What is a Game? materials and demonstrating
materials and play for children. - Competition vs. the activities
Cooperation

Play and Developmentally Appropriate Practices in Early Childhood Education 53

 (different types of block, - The Value of Games
parachute play, local games) 6. Child-Constructed
Games
- Invented Games
Making Games with
Children
Week 18 At the end of the week, the pre- M. Contemporary Issues
service teacher (PST) can: 1. Toys and Development
2. Toys and the Marketplace
a. discuss about the following 3. Media-based Play  Discussing about the following  Quiz about the following 1.1.1,
contemporary issues in 1.1.1, 4. Computer as a medium contemporary issues in play: contemporary issues in 1.5.1
play: 1.5.1, of play - toys and development play:
-toys and development A 5. Safety considerations for - toys and the marketplace - toys and development
-toys and the marketplace children’s play and - media-based play - toys and the marketplace
-media-based play equipment - computer as a medium of play - media-based play
-computer as a medium of play - safety considerations for - computer as a medium of play
-safety considerations for children’s play and equipment - safety considerations for
children’s play and children’s play and equipment
equipment
 Researching about issues 1.2.1
and explaining it to the class  Research report

Play and Developmentally Appropriate Practices in Early Childhood Education 54

 Suggested References
Brewer, J. (1995) Introduction to Early Childhood Education: Preschool through Primary Grades. 2nd Ed. USA: Allyn and Bacon

Calixihan, J. O. (2010) Games Filipinos Play. Pasig City, Philippines: Anvil Publishing Inc.

Fisch, M., & Gunzenhauser, K. (2012). Preschool theme boxes: Boost oral language and early literacy skills through hands-on activities and high-level play inspired by props. Greensboro, North
Carolina: Key Education/Carson-Dellosa Publishing Company.

Fromberg, D.P., & Bergen, D. (2015). Play from birth to twelve: Contexts, perspective, and meanings. NY: Routledge.

Hughes, F.P. (2010, 4E). Children, play, and development. Los Angeles: Sage.

Masterson, M. L., & Bohart H. (2019) Serious Fun: How Guided Play Extends Children’s Learning. USA: National Association for the Education of Young Children

Masterson, M.L., & Bohart, H. (2019). Serious FUN: How guided play extends children’s learning. National Association for the Education of Young Children

(NAEYC). Roskos, K., & Christie, J.F. (2007). Play and literacy in early childhood: Research from multiple perspectives (2E). New York: Lawrence Erlbaum Associates.

Smidt, S. (2011). Playing to learn: The role of play in early years. Abingdon, Oxon: Routledge.

Van Hoorn, J., Scales, B., Monighan Nourot, P., & Rodriguez Alward, K. (2015). Play at the center of the curriculum. Boston: Pearson Higher Education.

White, J. (2014). Playing and learning outdoors: Making provision for high quality experiences in the outdoor environment with children 3-7. London: Routledge.

Wood, E. (2013, 3E). Play, learning and the early childhood curriculum. London: Sage.

Woods, A. (2013). Child-initiated play and learning: Planning for possibilities in the early years. London: Routledge.

Play and Developmentally Appropriate Practices in Early Childhood Education 55

 Creative Arts, Music, and Movements in Early Childhood Education

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted

Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.2.b. Demonstrate mastery of subject matter/discipline

6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.d. Demonstrate innovative thinking

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

56
Course Information
Creative Arts, Music, and Movements
Course Name Course Code
in Early Childhood Education
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk. (18 weeks, 54 hrs total)
Course Requirements:

Grading System

Course Description BTIs covered

This course elaborates on the technological, pedagogical and content knowledge for teaching art, music and movement for infant and toddler, preschool, 1.1.1
and K to Grade 3 learners, based on different theoretical frameworks and current researches. Hands-on activities and projects stimulate creativity in the 1.2.1
teacher to choose, create and integrate developmentally appropriate arts, music and movement across all learning areas. 4.5.1

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge and understanding of the technological, pedagogical and content knowledge in managing classroom structure 1.1.1, 2.3.1
that engages learners, individually or in groups, in meaningful exploration, discovery and hands on activities in the teaching of art, music
and movements for 1. Infants and toddlers, 2. preschoolers, and 3. K to 3;
B. demonstrate knowledge of providing timely, accurate and constructive feedback in creative arts, music, and movement activities for the three ECE 5.3.1
levels;
C. demonstrate familiarity with range of strategies for communicating learner needs, progress and achievement (5.4.1) in creative arts, music, and 5.4.1
movement activities;
D. show skills in the selection and development of original materials in including ICT for the three ECE levels to address learning goals; and 4.5.1
E. prepare implement, and integrate developmentally sequenced and appropriate creative art, music and movement activities for the three ECE 4.1.1
levels.

Creative Arts, Music, and Movements in Early Childhood Education 57

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Creativity
service teacher (PST) can: 1. Understanding
Creativity

a. discuss and describe creativity as 1.1.1  Discussing definition of creativity,  Quiz on creativity 1.1.1
a process or a product; A and creativity as a process or a
product
b. identify obstacles to creativity; 1.1.1  Listing down obstacles to  Result of the categorizing 1.1.1
1.5.1 creativity that the students could the obstacles to creativity 1.5.1
A think of, and sort out the listed
obstacles to four major
obstacles; home, school, gender
roles, and society, culture and
c. describe ways adults can 1.1.1 tradition  Observation notes and the list of 1.1.1
facilitate children’s creative A  Observing a teacher’s use of time, recommendations for 1.5.1
expression; space, and curriculum, as well as modification to enhance creativity
his/her teaching behaviors. List
specific recommendations for
how each could be modified to
enhance creativity  Output: Compare and 1.5.1
d. compare and contrast creativity 1.5.1  Making a compare and Contrast matrix
with conformity and A contrast matrix about creativity
convergent thinking; and conformity
 Quiz about creativity 1.1.1
e. discuss the relationship 1.1.1  Discussing the relationship and intelligences
between creativity and A between creativity and
intelligence; and intelligence
 Output: Answer to the 1.1.1
 Working with a partner, review the questions asked and a scoring
multiple intelligences outlined in rubric
Gardner’s theory and answer the
following;
1. Which intelligences might be
most important for a teacher
of young children?
2. How do art skills and process
match up with the
intelligences?

Creative Arts, Music, and Movements in Early Childhood Education 58

 3. How are multiple
intelligences
f. explain the relationship between 1.1.1 strengthened through art?
creativity and child A
development.  Discussing on the  Quiz on the relationship 1.1.1
relationship between between creativity and child
creativity and child development
development
Week 2 At the end of the week, the pre- 2. Creative Thinking
service teacher (PST) can:

a. discuss creativity as a function 1.1.1  Discussing creativity as a  Quiz on creativity as a function 1.1.1
of the brain and give examples A function of the brain of the brain
of creative thinking;

b. describe the environmental 1.1.1  Discussing the environmental  Quiz on environmental 1.1.1
conditions which support 2.4.1 conditions which support conditions which support young 2.4.1
young children’s creative A young children’s creative children’s creative thinking
thinking; thinking
 Compilation of strategies for 1.5.1
1.5.1  Working in pairs and search and facilitating young children’s 3.5.1
c. identify strategies for 3.5.1 list down strategies for creative thinking in the curriculum
facilitating young children’s C facilitating young children’s
creative thinking in the creative thinking in the
curriculum; and curriculum  Output: Activity plan and 3.1.1
demonstration of activities to 3.2.1
 Creating and facilitate young children’s creative
demonstrating activities to thinking with a scoring rubric
3.1.1 facilitate young children’s
3.2.1 creative thinking  Performance Based assessment 5.1.1
d. plan and implement activities D, E  Output: Activity plan 4.5.1
to facilitate young children’s and materials
creative thinking.  Conducting classroom activities
with appropriate materials
(maybe technology-based)
Week 2 At the end of the week, the pre- 3. Creative Experiences
service teacher (PST) can:

a. identify modes of 1.1.1  Discussing the modes of creative  Quiz on modes of creative 1.1.1
creative expression; A expression expression

Creative Arts, Music, and Movements in Early Childhood Education 59

 b. explain how adults can facilitate 3.1.1  Discussing on how adults can  Quiz on how adults can facilitate 1.1.1,
children’s creative expression; A facilitate children’s creative children’s creative expression 3.1.1
and expression

c. engage children in mark-making 3.2.1  Providing necessary materials  Output: Creative marks 3.2.1,
activities. 4.5.1 for a mark-making activity 4.5.1
D, E
 Conducting classroom activities  Performance Based assessment 5.1.1
with appropriate materials  Output: Activity plan 4.5.1
(maybe and materials
technology-based)
Week 3 At the end of the week, the pre- 3.1. Music and Movements
service teacher (PST) can: 1. The History of Early
Childhood Music  Discussing the history of early  Quiz on the history of early 1.1.1
a. discuss the history of early 1.1.1 Education childhood music education childhood music education
childhood music education; A 2. Theories of Musical
Development  Discussing the different theories  Quiz on the different theories of 1.5.1
b. identify the different theories 1.1.1 3. Music Education of musical development musical development
of musical development; and 1.5.1 4. Children and the Musical
A and Movements
c. recognize children and Experience  Observing children in their  Observation notes and report 1.5.1,
their musical experiences. 1.1.1 musical experiences 4.5.1
A, B
 Planning developmentally  Planned developmentally 4.1.1
appropriate musical activities appropriate musical activities and
and experiences for young experiences for young children
children
 Performance Based assessment 5.1.1
 Conducting classroom activities  Output: Activity plan 4.5.1
with appropriate materials and materials
(maybe technology-based)
Week 3 At the end of the week, the pre- 3.1.1. The Role of Music and
service teacher (PST) can: Movement
1. How Young Children  Discussing the role of music and  Quiz on the role of music 1.1.1
a. describe the role of music and 1.1.1 Grow Musically movement in children’s and movement in children’s
movement in children’s A 2. The Music-Movement development development
development. Connection
 Conducting classroom activities  Performance Based assessment 5.1.1
with appropriate materials  Output: Activity plan 4.5.1
(maybe technology-based) and materials

Creative Arts, Music, and Movements in Early Childhood Education 60

Week 4 At the end of the week, the pre- 3.1.2. Developmental Stages
service teacher (PST) can: of Musical Experiences
 Discussing the  Quiz on the developmental 1.1.1
a. discuss the developmental 1.1.1 developmental stages of stages of musical experiences
stages of musical experiences; A musical experiences
and  Output: observation notes 1.5.1
1.1.1  Observing children at play.
b. identify creative experiences in 1.5.1 Capture a creative episode by
music for young children. A writing down what transpired
 Performance Based assessment 5.1.1
 Conducting classroom activities  Output: Activity plan 4.5.1
with appropriate materials and materials
(maybe technology-based)
Week 4 At the end of the week, the pre- 3.1.3. Movement Vocabulary
service teacher (PST) can: 1. Bilateral Movements
2. Unilateral  Discussing the characteristics and  Quiz on characteristics and 1.1.1
a. discuss the characteristics 1.1.1 Movements types of play types of play
and types of play; and A 3. Cross-Lateral
Movements
 Observing children at play.  Output: observation notes 1.5.1
b. identify creative experiences in 1.1.1, Capture a creative episode by
movement for young children. 1.5.1, writing down what transpired
A  Conducting classroom activities  Performance Based assessment 5.1.1
with appropriate materials  Output: Activity plan 4.5.1
(maybe technology-based) and materials

Week 5 At the end of the week, the pre- 3.1.4. Developmentally

service teacher (PST) can: Appropriate Musical
Activities  Compiling selection of  Compilation of appropriate songs 4.5.1
a. demonstrate knowledge of 1.1.1 1. Body appropriate songs for for young children
songs appropriate for young 1.5.1 Management Skills young children
children: 4.5.1 - Dynamic Balance
- local folksongs in A - Static Balance  Creating developmentally  Output: Developmentally 3.1.1
Mother Tongue 2. Locomotion Skills appropriate musical activities for appropriate musical activities 4.5.1
- foreign folksongs 3. Object-Control Skill the enhancement and
development of the gross motor
b. design developmentally 3.1.1 skills of preschool children
appropriate musical activities 4.5.1  Conducting classroom activities  Performance Based assessment 5.1.1
which will enhance and develop D, E with appropriate materials  Output: Activity plan and materials 4.5.1
the gross motor skills of preschool (maybe technology-based)
children.

Creative Arts, Music, and Movements in Early Childhood Education 61

Week 6 At the end of the week, the pre- 3.1.5. Teachers’ Roles and
service teacher (PST) can: Responsibilities in the
Children’s Music  Creating a chart on the roles  Output: chart on the roles and 1.5.1
a. identify the teacher’s roles and 1.1.1 Activities and responsibilities of teachers responsibilities of teachers in
responsibilities in the musical A in children’s music activities children’s music activities
experiences of the preschool child.  Conducting classroom activities  Performance Based assessment 5.1.1
with appropriate materials  Output: Activity plan 4.5.1
(maybe technology-based) and materials

Week 6 At the end of the week, the pre- 3.1.6. Integration of Music
service teacher (PST) can: and Movement into the
Subject Areas
a. integrate music and 1.5.1  Observing teachers and  Observation notes and report 1.5.1
movement in the different 4.5.1 identifying integrated music  Planned integrated music 4.5.1
disciplines and learning A, E and movement activities used in and movement activities with
experiences; and the classroom a scoring rubric
1.5.1  Planning integrated music
b. create a progress chart for music 4.1.1 and movement activities
and movement of the children E
depending on the specific  Creating a progress chart for  Output: accomplished 1.5.1,
characteristics of development. music and movement of the progress chart 4.1.1
children depending on the
specific characteristics of
development
 Conducting classroom activities  Performance Based assessment 5.1.1
with appropriate materials  Output: Activity plan 4.5.1
(maybe technology-based) and materials

Week 7 At the end of the week, the pre- B. Young Children as Artists: A
service teacher (PST) can: Developmental View
1. Art and the Developing
Child

a. explain the importance of 1.5.1  Discussing the importance of  Quiz on the importance of 1.5.1,
considering individual 4.1.1 considering individual differences considering individual differences 4.1.1
A, B in planning an art curriculum in planning an art curriculum

Creative Arts, Music, and Movements in Early Childhood Education 62

 differences in planning an art  Visiting an early childhood  Reflection paper with a scoring 7.4.1
curriculum classroom to observe the children. rubric
Answer this, how many
expressions of individual
differences do you see and hear?
And discuss those differences and
the ways in which the teacher
meets the needs of individual
children.

1.1.1  Discussing how the environment  Quiz on how the environment 1.1.1,
b. describe how the environment 2.1.1 provides an interactive context for provides an interactive context for 2.1.1 –
provides an interactive context 2.2.1 child development child development 2.6.1
for child development 2.3.1  Conducting an art safety  Output: accomplished 1.2.1,
2.4.1 inspection of an early childhood inspection tool on the art center 1.5.1
2.5.1 art center. Identify items that
2.6.1 compromise the health and
A safety of children

3.1.1  Exploring different kinds of art  Output: matrix showing the 1.1.1
c. provide opportunities for 4.5.1 materials and tools description and use of the
children to process with art D, E different art materials and tools
materials and tools  Conducting an observation of a  Output: observation notes on a 1.5.1,
young child actively involved in young child actively involved in 7.4.1
an art activity. Record what the an art activity. Record of what the
child says and does. How did this child says and does and reflection
art experience help the child paper about the connection of art
physically, socially, emotionally, experience to the child
cognitively, and creatively? development
 Conducting classroom activities
with appropriate materials
(maybe technology-based)  Performance Based assessment 5.1.1
 Output: Activity plan 4.5.1
and materials
Week 8 At the end of the week, the pre- 2. Children’s
service teacher (PST) can: Artistic
Development

1.1.1

Creative Arts, Music, and Movements in Early Childhood Education 63

 a. explain the components of 1.1.1  Discussing the components of  Quiz on the components of
children’s art, artistic A children’s art, artistic development children’s art, artistic
development and the theories and the theories on children’s development and the theories on
on children’s artistic artistic development children’s artistic development 1.5.1
development; and  Collecting several samples of art  Output: analysis and explanation
from one young child over an of the patterns or growth in the
extended period of time. Note collected samples of art works
patterns or growth over time. from young children
Attempt to explain the what,
why, and how of this child’s art
using different theories of artistic
development

4.5.1
b. provide children with painting 3.1.1  Exploring and creating different  Output: paintings made and
experiences. 4.5.1 paintings and doing an exhibit the exhibit
D, E  Observing a child painting at 1.5.1,
either an easel or seated at a  Output: observation notes and 4.5.1
table. Carefully record how the the explanation on which theories
materials are used and describe best explain the observation
the results. Refer to the theories
and identify which theory or
theories best explain what you
observed 5.1.1
 Conducting classroom activities  Performance Based assessment 4.5.1
with appropriate materials  Output: Activity plan
(maybe technology-based) and materials

Week 9 At the end of the week, the pre- C. Art and Aesthetics
service teacher (PST) can: 1. The Elements of Art

a. list and briefly explain the 1.1.1  Discussing the artistic elements  Quiz on the artistic elements 1.1.1
artistic elements; and A  Implementing an art activity  Output: the art activity 3.1.1,
involving one or more of the with artistic elements 4.5.1
artistic elements
1.5.1

Creative Arts, Music, and Movements in Early Childhood Education 64

  Visiting an art museum or an art  Output: analysis of the art works
museum website to look at using the artistic elements seen
paintings and prints. Use the during the museum visit
artistic elements to analyze a
work of art

b. help children make prints 3.1.1

using stamps, stencils, spatter, 4.5.1  Creating different prints  Output: accomplished prints 3.1.1
and screen prints. D, E  Demonstrating how to facilitate  Demonstration and a 4.5.1
a printmaking experience scoring rubric 3.1.1

5.1.1
 Conducting classroom activities  Performance Based assessment 4.5.1
with appropriate materials  Output: Activity plan
(maybe technology-based) and materials
Week 10 At the end of the week, the pre- 2. Aesthetics
service teacher (PST) can:

a. explain aesthetics and why 1.1.1  Discussing aesthetics and  Quiz on aesthetics and 1.1.1
aesthetics are an important part A its importance in children’s its importance in
of children’s development; development children’s development
b. describe how children’s 1.1.1  Discussing how children’s  Quiz on how children’s 1.1.1
understanding of art changes A understanding of art changes understanding of art changes
as they mature; as they mature as they mature
c. discuss the role of the teacher in 1.1.1  Discussing the role of the teacher  Quiz on the role of the teacher in 1.1.1
children’s aesthetic A in children’s aesthetic children’s aesthetic development
development; development
d. explain ways to support 1.1.1  Arranging an aesthetic experience  Reflection paper on the aesthetic 7.4.1
children’s development of art A through a simple field trip such as experience
appreciation; and a nature walk
 Researching in a local library or  Gathered available resources 1.1.1
museum to discover available
resources for teacher use in the
classroom. Consider how you
might use these resources in
your own classroom
 Collecting photos depicting
beautiful learning environments
such as pleasing learning centers
and displays. This may serve as a

Creative Arts, Music, and Movements in Early Childhood Education 65

 resource of ideas for your own
classroom
e. provide experiences using 3.1.1  Output: accomplished watercolor 4.5.1
watercolors and ink. 4.5.1  Creating different watercolor and and ink art works
D, E ink art works  Demonstration and a 3.1.1
 Demonstrating how to facilitate scoring rubric
a watercolor and ink experience  Performance Based assessment 5.1.1
 Conducting classroom activities  Output: Activity plan 4.5.1
with appropriate materials and materials
(maybe technology-based)

Week 11 At the end of the week, the pre- 3. Sensory Experiences

service teacher (PST) can:

a. discuss the relationship 1.1.1  Discussing the relationship  Quiz on the relationship 1.1.1
among sensing, perceiving, A among sensing, perceiving, among sensing, perceiving,
feeling, thinking, and concept feeling, thinking, and concept feeling, thinking, and concept
development; development development

b. identify three major learning 1.1.1  Discussing the learning styles  Quiz on the learning styles 1.1.1
styles and select the one(s) that A, B (visual, auditory, and tactile-
best describes the way you learn; kinesthetic)
and

c. develop a multisensory 1.5.1  Setting up an aesthetically  Output: aesthetically pleasing 4.5.1

learning activity for young 3.1.1 pleasing display of objects display of objects with
children. 4.5.1 that have sensory appeal sensory appeal with a scoring
D, E  Planning and implementing a rubric 4.3.1
multisensory cooking experience  Output: plan and implementation
of the multisensory cooking
 Demonstrating how to facilitate experience 3.1.1
a multisensory learning activity  Demonstration and a
for young children scoring rubric
 Conducting classroom activities 5.1.1
with appropriate materials  Performance Based assessment 4.5.1
(maybe technology-based)  Output: Activity plan
and materials
Week 12 At the end of the week, the pre- 4. The Complete Early
service teacher (PST) can: Childhood Art
Program

Creative Arts, Music, and Movements in Early Childhood Education 66

 a. discuss the importance of 1.1.1  Discussing the importance of art  Quiz on the importance of 1.1.1
art education in the early A education in the early years art education in the early
years; years

1.1.1  Discussing how national standards 7.4.1

b. explain how national 1.2.1 relate to early childhood art  Reflection paper on how
standards relate to early A education national standards relate to early
childhood art education; childhood art education
1.1.1  Discussing the four components 1.1.1
c. describe and give an example of A of a complete early childhood art  Quiz on the four components of a
the four components of a program ((1) sensory experiences, complete early childhood art
complete early childhood art (2) aesthetic experiences, (3) time, program
program; and space, and materials for making
art, and (4) introduction to art,
artists, and variety of art forms
and styles)

3.1.1  Drafting a letter to the families of 1.5.1,

d. provide developmentally 4.5.1 children asking for recycled items  Output: accomplished letter and 4.5.1
appropriate collage and D, E to use in collage and mosaic a scoring rubric
mosaic activities for young activities and explaining the
children. value of collage
 Creating different collage 4.5.1
and mosaic activities for  Output: accomplished collage
young children and mosaic activities
 Demonstrating how to facilitate 3.1.1
a collage experience  Demonstration and a
 Conducting classroom activities scoring rubric
with appropriate materials 5.1.1
(maybe technology-based)  Performance Based assessment 4.5.1
 Output: Activity plan
and materials
Week 13 At the end of the week, the pre- D. Providing Art Experiences
service teacher (PST) can: 1. Child-Centered Art
versus Teacher-Directed
Projects

a. use the continuum of approaches 1.1.1  Discussing the three different  Quiz on the three different ways 1.1.1
to describe three different ways 1.5.1 ways to teach art (teacher- to teach art
to teach art; A

Creative Arts, Music, and Movements in Early Childhood Education 67

 directed, guided, and child-
b. distinguish child-centered art 1.1.1 centered)
from teacher-directed projects; A  Watching videos on art projects  Analysis of the video watched and 1.5.1
and identifying if it is child- the notes on why it is identified
c. plan developmentally 1.5.1 centered or teacher-directed as child-centered or teacher-
appropriate art activities; and 3.1.1 directed
4.5.1  Planning of developmentally  Output: accomplished plan of 4.5.1
D, E appropriate art activities developmentally appropriate
art activities with a scoring
d. explain the different viewpoints 1.1.1 rubric
on teaching art to children. A  Discussing the different 1.1.1
viewpoints on teaching art to  Quiz on the different
children viewpoints on teaching art to
e. provide art activities using paper 3.1.1 children
4.5.1  Creating different art activities 3.1.1,
D, E using paper for young children 4.5.1
 Demonstrating how to  Output: art activities using 3.1.1
facilitate art activities using paper for young children
paper for young children  Demonstration and a
 Conducting classroom activities scoring rubric 5.1.1
with appropriate materials 4.5.1
(maybe technology-based)  Performance Based assessment
 Output: Activity plan
 Setting up an exhibit or gallery and materials 3.1.1,
walk of the artworks 4.5.1
 Exhibit or gallery walk with a
scoring rubric
Week 14 At the end of the week, the pre- 2. Planning,
service teacher (PST) can: Implementing, and
Evaluating Art

a. describe the four types of 1.1.1  Discussing about the four types of  Quiz on the four types of learning 1.1.1
learning in which children A learning (knowledge, skills,
engage; dispositions, and feelings) in which
children engage
b. compare and contrast 1.5.1  Discussing on how to integrate art
strategies for integrating art A, D into the early childhood
into the early childhood curriculum
curriculum;  Planning activities wherein art is  Planned integrated art activities 3.1.1,
integrated 4.5.1

Creative Arts, Music, and Movements in Early Childhood Education 68

 c. explain the relationship 1.1.1  Discussing the relationship and  Observation notes and report 1.5.1
between intentional A difference between intentional
teaching and teachable teaching and teachable
moments; and moments
 Output: accomplished clay 4.5.1
 Capturing a teachable moment and play dough for young
during one of the classroom children
observations. Record the stimulus
and how the event transpired. Did
you see any learning take place?
Were the children involved? What
could this tell you about
teachable moments
3.1.1 3.1.1
d. make and use clay and play 4.5.1  Making play dough and using  Demonstration and a
dough with young children. D, E this in creating different clay and scoring rubric
play dough activities for young
children 5.1.1
 Demonstrating how to facilitate  Performance Based assessment
clay and play dough activities for
young children 4.5.1
 Conducting classroom activities  Output: Activity plan
with appropriate materials and materials
(maybe technology-based)
Week 15 At the end of the week, the pre- 3. Integrating Art
service teacher (PST) can: Across the Early
Childhood Curriculum

a. discuss how art fosters learning 1.1.1  Discussing how art fosters  Quiz on how art fosters learning 1.1.1
in mathematics, science, A learning in mathematics, science, in mathematics, science,
language arts, communication language arts, communication language arts, communication
and literacy, social studies, and and literacy, social studies, and and literacy, social studies, and
the expressive arts; and the expressive arts the expressive arts

b. provide three-dimensional art 3.1.1  Creating different three-  Output: accomplished three- 4.5.1
activities 4.5.1 dimensional art activities for dimensional art activities
D, E young children  Demonstration and a 3.1.1
 Demonstrating how to facilitate scoring rubric
a three-dimensional art  Performance Based assessment 5.1.1
experience  Output: Activity plan 4.5.1
 Conducting classroom activities and materials
with appropriate materials
(maybe

Creative Arts, Music, and Movements in Early Childhood Education 69

 technology-based)

Creative Arts, Music, and Movements in Early Childhood Education 70

Week 16 At the end of the week, the pre- 4. The Art Center
service teacher (PST) can:

c. list and discuss the criteria for 1.1.1  Discussing the criteria for setting  Quiz on the criteria for setting up 1.1.1
setting up an early childhood art A up an early childhood art center an early childhood art center
center;

d. evaluate the effectiveness of 1.5.1  Observing a successful art center.  Observation notes and report 1.5.1
an art center/ program; and 5.1.1 Describe the teacher’s role
A  Designing the art center you
would create for your classroom  Designed art center with a scoring 1.5.1,
and list the materials with which rubric 2.1.1,
you would stock your art center 2.4.1

e. make puppets and masks with 3.1.1  Creating different puppets  Output: accomplished 4.5.1
young children. 4.5.1 and masks for young children puppets and masks for young
D, E  Demonstrating how to facilitate children 3.1.1
puppets and masks experience for  Demonstration and a
young children scoring rubric
 Conducting classroom activities 5.1.1
with appropriate materials (maybe  Performance Based assessment 4.5.1
technology-based)  Output: Activity plan
and materials
Week 17 At the end of the week, the pre- E. Roles and Strategies
service teacher (PST) can: 1. Roles, Responses, and
Strategies to Support
Children’s Art

a. identify ways in which a teacher 1.1.1  Practicing being a model and  Report on the practicing being a 1.5.1,
can be a creative individual 3.1.1 participator as you interact with model and participator in 3.1.1
and art specialist in the center A children making art. Record what interacting with children making
or classroom transpired as well as your art
reactions
a. brainstorm strategies for  Listening and observing a teacher  Observation notes and report 1.5.1
troubleshooting children’s art talking with a child about his/her
arts. How did the child respond? If
necessary, think of some
alternatives that would be more
effective
b. provide sewing and 3.1.1  Discussing and brainstorming  List of strategies from 3.1.1,
weaving activities for young 3.2.1 strategies for the brainstorming 3.2.1,
children troubleshooting activity 4.5.1
children’s art

Creative Arts, Music, and Movements in Early Childhood Education 71

 4.5.1
E  Analysing case dilemmas  Report on the case dilemmas 1.5.1

3.1.1  Creating different sewing and  Output: accomplished sewing 4.5.1

4.5.1 weaving activities for young and weaving activities for young
D, E children children
 Demonstrating how to facilitate  Demonstration and a 3.1.1
sewing and weaving experience scoring rubric
for young children
 Conducting classroom activities  Performance Based assessment 5.1.1
with appropriate materials  Output: Activity plan 4.5.1
(maybe technology-based) and materials

Week 18 At the end of the week, the pre- 2. Art Assessment

service teacher (PST) can:

a. discuss the teacher’s role as 1.1.1  Discussing the teacher’s role as  Quiz on the teacher’s role as 1.1.1
observer, recorder, and A observer, recorder, and assessor observer, recorder, and assessor
assessor and how observational and how observational data assist and how observational data assist
data assist in artistic in artistic assessment in artistic assessment
assessment  Conducting an interview with  Interview report 1.5.1,
teachers about their view on 4.4.1,
assessment in early childhood, 7.3.1
how they evaluate young children,
b. explain how children’s art files and what they use to evaluate
and folders can be used to children’s artistic progress
organize formal and informal 5.1.1  Discussing how children’s art files  Quiz on how children’s art files 1.1.1,
assessment information 5.2.1 and folders can be used to and folders can be used to 5.1.1,
A, B, organize formal and informal organize formal and informal 5.2.1
c. discuss the role of assessment in C assessment assessment
art
1.1.1  Discussing the role of  Quiz on the role of assessment in 1.1.1
d. provide mobile and stabile 5.5.1 assessment in art art
activities for young children A, C
 Creating different mobile and  Output: accomplished mobile 4.5.1
3.1.1 stabile activities for young and stabile activities for young
4.5.1 children children
D, E  Demonstrating how to facilitate  Demonstration and a 3.1.1
mobile and stabile experience for scoring rubric
young children

Creative Arts, Music, and Movements in Early Childhood Education 72

  Conducting classroom activities  Performance Based assessment 5.1.1
with appropriate materials  Output: Activity plan 4.5.1
(maybe technology-based) and materials

Suggested References
Alumpong, R. M. (2010). The Use of Music in Preschool Routines: Pointers for Teachers. Manila: The Authors

Beaty, J. J. (2014). Preschool Appropriate Practices: Environment, Curriculum, and Development. 4th ed. Belmont, CA: Wadsworth Cengage.

Brehm, M., Tindell, N. T., (1983). Movement with a Purpose: Perceptual Motor Lesson Plans for Young Children. New York: Parker Publishing Company, Inc.

Fox, R. E., Schirrmacher, R. (2015). Art and Creative Development for Young Children. 8th ed. Stamford USA: Cengage Learning.

Gelineau, R. Phyllis (2012). Integrating the Arts Across the Elementary School Curriculum. 2nd ed. Australia: Wadsworth/Cengage Learning.

Isenberg, J. P., Mary Renck Jalongo (1993). Creative Expression and Play in the Early Childhood Curriculum. New York, MacMillan Publishing Company.

Jasmine, G. (1995). Everyday Activities for Preschool. Westminister, California: Teacher Created Materials, Inc.

Kleiner, F. S. (2010). Gardner's Art through the Ages: The Western Perspective. 13th ed. Australia : Wadsworth

Kostelnik, M. J. and Soderman, A. K. (2011) Developmentally Appropriate Curriculum. 5th Edition. USA: Person Publishing.

Mayesky, M. (2012). Creative Activities for Young Children. 10th ed. Australia: Wadsworth.

SchifferDanoff, V. (1995). The Scholastic Integrated Language Arts Resource Book. New York: Scholastic.

Torbert, M., Schneider, L. B. (1993). Follow Me Too: A Handbook of Movement Activities for Three- to Five-Year-Olds. United States of America: National Association for the Education of Young
Children.

Creative Arts, Music, and Movements in Early Childhood Education 73

 Numeracy Development

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted

Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.1.a. Articulate and discuss the latest developments in the specific field of practice
6.2.b. Demonstrate mastery of subject matter/discipline
6.3.a. Demonstrate high level of content and pedagogical
6.3.e. Possess critical and problem solving skills

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone

73
Term E-mail Address

Course Information
Course Name Numeracy Development Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs/wk (18 weeks, 54 hrs total)
Course Requirements

Grading System

Course Description BTIs covered

This course focuses on developing technological, pedagogical and content knowledge necessary to support young children learning mathematics in ways 1.1.1
that foster mathematical understanding, application, and enjoyment both in the teacher and the learners. It provides opportunities to demonstrate 1.4.1
knowledge of teaching strategies that promote numeracy skills in young children. The course also equips students with the ability to design and select
mathematical tasks that promote an inquiry, problem solving learning environment.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge on the technological, pedagogical and content knowledge for numeracy skills in the three ECE levels; 1.4.1
B. demonstrate knowledge and understanding of differentiated mathematical activities for the three ECE levels to suit the learners’ gender needs, 3.1.1
strengths, interests and experiences;
C. demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement in numeracy skills in the three 5.4.1
ECE levels;
D. demonstrate engagement and enjoyment in facilitating mathematical activities to nurture and inspire learner participation; and 2.4.1
E. design mathematical tasks that promote critical and creative thinking and higher order thinking skills for the three ECE levels. 1.5.1

Numeracy Development 74
 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Weeks At the end of these weeks, the pre-  Introduction
1-2 service teacher (PST) can: 1. Philosophical
Considerations
a. cite the implications of the 1.4.1 - What is Mathematics?  Interactive discussion on the  Reflective Journal on the 4.2.1
philosophical considerations A - What Does It Mean Philosophical considerations implications of the
in teaching Mathematics; and to Know in Teaching Mathematics philosophical considerations in
Mathematics? teaching Mathematics
b. elaborate on the influences 1.4.1 - Implications of These  Brainstorming on the  Sharing of insights on the 4.2.1
of philosophical A Philosophical Influences on the School school Mathematics Curriculum
considerations on the School Considerations Mathematics Curriculum
Mathematics Curriculum. 2. Influences on the
School Mathematics
Curriculum
- Professional
Organizations
- Mathematical Textbooks
- Standardized
Achievement Tests
3. Math Programs
- Singapore
- Kumon
- Montessori
Week 3 At the end of the weeks, the pre- 4. Children and
service teacher (PST) can: Mathematics

a. describe the children’s world 1.4.1 5. The Children’s World  Observation of children’s activities  Observation report on children’s 1.5.1
in relation to Mathematics. B - Children Have Many in relation to Math activities in Relation to Math
Number Experiences  Interactive discussion on  Sharing of experiences 4.2.1
- Children Are Active in Children’s World as regards
their World the Teaching Mathematics
- Children Observe
Relationships in Their
World
Children Learn
Mathematics in Concert
with Other Subjects
- Children’s Feelings
Affect their Ability to
Learn

Numeracy Development 75
Week 4 At the end of the week, the pre- 6. Psychological
service teacher (PST) can: Considerations in
Teaching Mathematics
b. discuss the psychological 1.4.1 - Logical and  Conducting a Round Table  Writing of reflective Journal 4.2.1
considerations in A Psychological Discussion on the  Scoring rubric on reflective journal 5.3.1
teaching Mathematics. Approaches Psychological Considerations
to on Teaching Mathematics
Mathematics
- Sources of Information
About How Children
Learn Mathematics
- How Children Form
Mathematical
Concepts
- Children’s Thinking
- Children’s
Communicating of
Mathematical
Concepts
Week 5 At the end of the week, the pre- 7. Teaching Children
service teacher (PST) can: Mathematics
- Teachers’ Attitudes  Conducting a Panel discussion  Writing of reflective Journal 4.2.1
a. describe the constructivist 1.4.1 about Children on Teaching Children  Scoring rubric on reflective journal 5.3.1
view of teaching Mathematics A - Teaching Style Mathematics
to young children; 1.5.1 - A Constructivist View - Teachers’ Attitudes about
A of Teaching Young Children
Children - Teaching Style
- Enhancing and - A Constructivist View of
Guiding learning Teaching Young Children
b. demonstrate engagement 1.5.1 - Enhancing and Guiding learning
and enjoyment in facilitating A
mathematical activities to
nurture and inspire learner
participation; and

c. design an assessment 2.4.1  Output: Assessment Activity 5.1.1

activity for Teaching D  Preparing an assessment activity
Children Mathematics on Teaching Children Mathematics
5.1.1
C

Numeracy Development 76
Weeks At the end of these weeks, the pre-  SETS: Using Attributes to
6-7 service teacher (PST) can: Make Collections
1. Big Idea: Attributes  Conducting classroom activities  Performance Based assessment 5.3.1
a. use attributes to make 1.5.1 Can Be Used to Sort with appropriate materials  Output: Activity plan 4.5.1
collections through A Collections into Sets (maybe technology-based) (Find and materials
sets; 2. Big Idea: The Same my
Collection Can Be Sorted match, What’s my rule, People
in Different Ways Sort, Leaf Sort, Shoe Sort)
3. Big Idea: Sets Can Be  Writing insights on the Video 4.2.3
Compared and Ordered  Watching Video related to related to SETS: Using Attributes
Implications for Teaching SETS: Using Attributes to to Make Collections
2.4.1 Make Collections
b. demonstrate engagement D
and enjoyment in facilitating
mathematical activities to 5.1.1
nurture and inspire learner C
participation; and
 Scoring rubric 5.3.1
c. design an assessment  Preparing an assessment activity  Output: Assessment Activity 5.1.1
activity for SETS: Using on SETS: Using Attributes to
Attributes to Make Make Collections
Collections.
Weeks At the end of these weeks, the pre-  Number Sense: Developing a
8-9 service teacher (PST) can: Meaningful Sense of Quality
1. Big Idea: Numbers Are
a. use number sense in 1.5.1 Used in Many Ways,  Conducting games and Activities  Performance Based assessment 5.3.1
developing a A, B Some More Mathematical with appropriate materials  Output: Activity plan 4.5.1
meaningful sense of than Others (maybe technology-based) on and materials
quality; 2. Big Idea: Quantity Is number sense development
1.4.1 an Attribute of a Set of - Making 10 frames,
b. link numbers to objects, A Objects, and We Use - Name that number
actions, ideas and Numbers to Name - Match that Number
symbols; 2.4.1 Specific Quantities - Dot card games
D 3. Big Idea: The Quantity of - Number line Jump
c. demonstrate engagement a Small Collection Can Be - Other games and activities
and enjoyment in facilitating Intuitively Perceived to develop number sense
mathematical activities to without Counting  Watching Video related  Writing insights on the 4.3.1
nurture and inspire learner 4. Implications for Teaching to number sense Video related to number
participation; and sense

5.1.1  Preparing an assessment 5.3.1

C activity on Number Sense  Scoring rubric
d. design an assessment 5.1.1

Numeracy Development 77
activity for Number Sense.  Output: Assessment Activity

Numeracy Development 78
Weeks At the end of these weeks, the pre-  Counting: More Than Just
10-11 service teacher (PST) can: 1,2,3
1. Big Idea: Counting Can  Conducting games and Activities  Performance Based assessment 5.3.1
a. explain the big ideas on 1.4.1 Be Used to Find Out with appropriate materials  Output: Activity plan 4.5.1
counting; A “How Many” in a (maybe technology-based), In and materials
Collection Counting: More Than Just 1,2,3
b. demonstrate rational 1.4.1 2. Big Idea: Counting Has  Watching Video related to games  Writing insights on the Video
counting skills through E Rules That Apply to and Activities, In Counting: related to Counting: More 4.3.1
authentic experiences; Any Collection More Than Just 1,2,3 Than Just 1,2,3
3. Big Idea: Counting Has  Scoring rubric
Rules That Apply to Any
c. highlight number pattern 1.5.1 Collection Implications
and structure to advance E for Teaching
rational counting skills;
d. use routines to practice 1.4.1
counting; C

e. create activities in 1.4.1

counting more than just B, D
1 ,2, 3;
2.4.1
f. demonstrate engagement D
and enjoyment in facilitating
mathematical activities to
nurture and inspire learner
participation; and
5.1.1  Preparing an assessment  Output: Assessment Activity 5.1.1
g. design an assessment C activity on Counting
activity for Counting.

Weeks At the end of these weeks, the pre-  Number Operations:

12-13 service teacher (PST) can: Every Operation Tells a
Story  Conducting games and activities  Performance Based assessment 5.3.1
a. explain the big ideas on 1.5.1 1. Big Idea: Sets Be Changed with appropriate materials  Output: Activity Plan 4.5.1
number operations through B, D by Adding Items (Joining) (maybe technology-based), on and materials
varied activities; or by Taking Some Away number operations
1.4.1 (Separating) - How many now? (joining)
b. apply children’s strategies for E - How many now (Separating)
problem solving; 2. Big Idea: Sets Can Be - Which has more?
2.4.1 Compared Using the - Which has fewer?
D Attributes of - How many more?
Numerosity and

Numeracy Development 79
Ordered by More

Numeracy Development 80
 c. demonstrate engagement Than, Less Than, and How many fewer?
-
and enjoyment in facilitating Equal To How many in the
-
mathematical activities to 3. Big Idea: A Quantity whole? (composing)
nurture and inspire learner (Whole) Can Be - How many in one
participation; and Decomposed into Equal part (decomposing)
or Unequal Parts: The - The Snake Game
Parts Can Be Composed - Make Four Elbows
to Form the Whole - Tees and Tees and More
Implications for Teaching - More or Less Concentration
- Counting Books
- Twinkle Music
- How many windows?
- Where’s the Bear?
- Other Activities?
d. design an assessment 5.1.1  Watching video related to  Writing insights on the Video 4.3.1
activity for Number C Number Operations on number operations
Operations.  Scoring rubric

 Preparing an assessment  Output: Assessment Activity 5.1.1

activity on Number Operations

Week 14 At the end of the week, the pre-  Pattern: Recognizing

service teacher (PST) can: Repetition and
Regularity
a. describe and discuss 1.4.1 1. Big Idea: Patterns Are  Conducting games and Activities  Performance Based assessment 5.3.1
patterns to build A Sequences Governed by with appropriate materials  Output: Activity Plan 4.5.1
understanding of patterns; a Rule; They Exist Both in (maybe technology-based) on and materials
the World and in Pattern Repetition and Regularity
b. recognize repetition and 1.4.1 Mathematics - Creating patterns in
regularity through A 2. Big Idea: Identifying the their artwork
patterns; Rule of a Pattern Brings - Having songs and
1.4.1 Predictability and Allows finger plays
c. explain the big ideas on A Us to Make - Creating basket of
patterns (regularity and Generalizations percussion instruments
repetition); 3. Big Idea: The Same - Bouncing of ball up
1.4.1 Pattern Structure Can and down
d. create activities for exploring B, D, Be Found in Many - Looking patterns of children’s
patterns; E Different Forms books
2.4.1 4. Implications for Teaching  Watching Video related to  Writing insights on the Video 4.3.1
e. demonstrate engagement D games and Activities on patterns on patterns
and enjoyment in facilitating  Scoring rubric
mathematical activities to

Numeracy Development 81
 nurture and inspire learner
participation; and

f. design an assessment activity 5.1.1  Preparing an assessment  Output: Assessment Activity 5.1.1
for Pattern C activity on Pattern

Week 15 At the end of the week, the pre-  Measurement: Making Fair  Conducting games and Activities  Performance Based assessment 5.3.1
service teacher (PST) can: Comparisons with appropriate materials  Output: Activity plan 4.5.1
1. Big Idea: Many (maybe technology-based) on and materials
a. make fair comparisons 1.5.1 Different Attributes Can Measurement: Making Fair
through measurement; E Be Measured, Even Comparisons
When Measuring a - What kind of bigger is it?
b. explain big ideas on 1.4.1 Single Object - How can we compare?
measurement; and A 2. Big Idea: All - How can we make it fair?
Measurement Involves - How much bigger is it?
c. design an assessment 5.1.1 a “Fair” Comparison
activity for Measurement. C 3. Big Idea: Quantifying a  Watching Video related to  Writing insights on the Video 4.3.1
Measurement Helps Us games and Activities on on measurement
Describe and Compare Measurement: Making  Scoring rubric
More Precisely Fair Comparisons
4. Implications for Teaching

 Preparing and  Output: Assessment Activity 5.1.1

assessment activity on
Measurement
Week 16 At the end of the week, the pre-  Data Analysis: Asking
service teacher (PST) can: Questions and Finding
Answers  Conducting games and Activities  Performance Based assessment 5.3.1
a. ask questions and find 1.5.1 1. Big Idea: The Purpose of with appropriate materials  Output: Activity Plan 4.5.1
answers through data E Collecting Data Is to (maybe technology-based) on and materials
analysis; Answer Questions Data Analysis: Asking Questions
2.4.1 When the Answers Are and Finding Answers
b. demonstrate engagement D Not Immediately - Object Graph
and enjoyment in facilitating Obvious - Pictograph
mathematical activities to 2. Big Idea: Data Must Be - Bar graph
nurture and inspire learner Represented in Order to - Tally graph
participation; and Be Interpreted, and How
Data Are Gathered and
Organized Depends on  Watching Video related to  Writing insights on the Video 4.3.1
the Question games and Activities on Data on data analysis
3. Big Idea: It Is Useful to Analysis:  Scoring rubric
Compare Parts of the

Numeracy Development 82
 Data and to Draw Asking Questions and Finding
Conclusions about the Answers
c. design an assessment activity Data as a Whole
for Data Analysis. 5.1.1 4. Implications for Teaching  Preparing an assessment  Output: Assessment Activity 5.1.1
C activity on Data Analysis

Week 17 At the end of the week, the pre-  Shape: Developing

service teacher (PST) can: Definitions
1. Big Idea: Shapes Can Be  Conducting games and Activities  Performance Based assessment 5.3.1
a. define shapes through varied 1.4.1 Defined and Classified with appropriate materials  Output: Activity Plan 4.5.1
activities; A, B by Their Attributes (maybe technology-based) on and materials
2. Big Idea: The Flat Faces of shapes:
b. explain big ideas about 1.4.1 Solid (Three-Dimensional) - Blocks and other
spatial relationships; A Shapes Are Two- Construction Materials
Dimensional Shapes - Movement Songs and Games
- Informal Games and activities
2.4.1 - Obstacle Courses
D and Mapping
activities
- Puzzles
- Block building (discovery,
towers and roads,
bridges, enclosures,
c. demonstrate engagement patterns and symmetry  Writing insights on the Video 4.3.1
and enjoyment in facilitating and representational on shapes
mathematical activities to building  Scoring rubric 4.3.1
nurture and inspire learner  Watching Video related to
participation 5.1.1 games and Activities on shapes 5.1.1
C

d. design an asessment activity  Output: Assessment Activity

for Shapes

 Preparing an assessment
activity on Shapes
Week 18 At the end of the week, the pre-  Big Idea: Shapes Can Be
service teacher (PST) can: Combined and Separated
(Composed and  Conducting Games and Activities  Performance Based assessment 5.3.1
a. identify basic 1.4.1 Decomposed) Spatial with appropriate materials  Output: Activity Plan 4.5.1
shape categories; A Relationships: Mapping (maybe technology-based) on and materials
the World Around Us Shapes Can Be Combined and
1.4.1 1. Big Idea: Separated (Composed and
b. provide a diversity of B, D Relationships Between Decomposed) Spatial

Numeracy Development 83
shape examples for Objects and Places Relationships 4.3.1
investigation; Can Be

Numeracy Development 84
 1.4.1 Represented with  Watching Video related to  Writing insights on the Video
c. demonstrate mastery on A Mathematical Precision games and Activities on shapes
the development of ideas 2. Big Idea: Our Own  Scoring rubric
about shapes; Experiences of Space
1.4.1 and Two-Dimensional
d. act out stories / situations B, D Representations of
that use shapes; Space Reflect a Specific
2.4.1 Point of View
e. demonstrate engagement D 3. Big Idea: Spatial
and enjoyment in facilitating Relationships Can Be
mathematical activities to Visualized and
nurture and inspire learner Manipulated Mentally
participation; 4. Implications for Teaching
5.1.1 5. to Make New Shapes 5.1.1
f. design an assessment C 6. Implications for Teaching  Preparing an assessment  Output: Assessment Activity
activity for Spatial activity on Spatial relationships
Relationships

Suggested References
https://www.erikson.edu

Numeracy Development 85
 Inclusive Education in Early Childhood Settings

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4-5):

6.1.c. Work effectively and independently in multi-disciplinary and multi-cultural teams

6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.b. Demonstrate appreciation for diversity
6.3.c. Manifest collaborative skills
6.4.a. Demonstrate service orientation in their respective professions

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

83
 Course Information
Course Name Inclusive Education in Early Childhood Course Code
Settings
Pre-requisite Subject Course Credit
Course Requirements

Grading System

Course Description BTIs covered

This course addresses educational needs of typical and atypical learners from ages 0 to 8 years old with emphasis on early intervention and home-school 1.1.1
partnership. It demonstrates knowledge of red flags for early detention and identification. It provides opportunities to observe and interact with children in 3.3.1
and inclusive early childhood settings.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. Demonstrate knowledge of what is typical and atypical development characteristics of young children; 1.1.1
B. Demonstrate knowledge of teaching strategies that are inclusive of learners from the early childhood settings; 3.5.1
C. Address special needs in early childhood settings; 3.3.1, 3.4.1
D. Prepare developmentally sequenced learning plans based on the analysis of needs of young learners with special needs; 4.1.1
E. Use strategies responsive to address special needs, disabilities, giftedness and talents in early childhood setting; 3.3.1
F. Collaborate with other professional to analyze typical and atypical characteristics of young children; and 6.2.1, 7.3.1
G. Demonstrate commitment to inclusive practices in meeting the needs of all young learners. 7.1.1

Inclusive Education in Early Childhood Settings 84

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Weeks At the end of these weeks, the pre- A. Review of Inclusion
1-2 service teacher (PST) can: Philosophical and Legal
Bases: Education for All
and the Right to Education
a. trace and describe the evolution 1.1.1 1. History of Education for  Discussion  Quiz on services for children with 1.1.1
of services for children with A Students with  Use of learning log and one- special needs
special needs and Disabilities minute notes  Reflection paper-scoring rubric. 5.1.1,
relate/connect the implications 2. Section 504 of the rehab  Students provide responses and 7.4.1
of these historical transitions to Act, the ADA, the EHA. reflections on what they learned
the emergence of two & IDEA / IDEIA on specific session. Instructor
paradigms about disability: the 3. Disability Rights in provides feedback based on
medical and social models; and the 21st Century students’ responses.
4. UN Convention in the
Rights of the Child
(CRC, CROC, or UNCRC)
b. discuss the highlights, key 1.1.1 1990  Discussion 1.1.1
features and provisions of 1.2.1 5. The Salamanca  Use of learning log and one- 1.2.1
national (local) and 6.3.1 Statement and minute notes
international human rights A Framework for Action on
treaties and frameworks that Special Needs Education
paved the way to Inclusion as a (June 1994)
process and as a practice. 6. UN Convention on
the Rights of Persons
with Disabilities (May
2008)
7. The Magna Carta for
Disabled Persons (RA
7277) 1992
8. Individuals with
Disabilities in Education
Improvement Act (IDEIA)
2004
9. Department of
Education Philosophy on
Inclusion
10. CHED Memorandum
Order No. 23 series of
2000 on Quality
Education for Learners
with Special Needs

Inclusive Education in Early Childhood Settings 85

11. NCDE Guidelines in the
Admission of Students
with Disabilities in Higher
Education and Post-

Inclusive Education in Early Childhood Settings 86

 Secondary Institution in
the Philippines
12. CHED Memorandum
Order 09 series of 2013
on Enhanced Policies and
Guidelines on Student
Affairs and Services
13. Paradigms of
Disability: The Medical
and Social Models

Weeks 3-4 At the end of these weeks, the pre- B. Inclusive Approach to
service teacher (PST) can: Early Education
1. Inclusion and
a. define inclusion and inclusive 1.1.1 Inclusive Education  Lecturette and discussion  Quiz on inclusive approach 1.1.1.
education and relate these 7.1.1 Defined to early education
definitions when they articulate A, G 2. Characteristics of
their own philosophy of Evidence-Based  Use of the Inclusion Web:  Inclusion Web-scoring rubric 1.5.1,
education in teaching and Inclusive Schools Students identify and name basic 4.5.1
supporting children with 3. Critical Dimensions of elements/components of
special needs Inclusive Classrooms Inclusion (providing key
4. Benefits of Inclusion words/phrases that represent the
b. discuss/explain the concept of 1.1.1 5. Concerns and what, the why, the how, the
least restrictive A Challenges of Inclusive who, the when and for whom)
environment/alternatives and Education
explain (state) the rationale for  My Philosophy of Educating  My Inclusion Philosophy-scoring 7.1.1
inclusion/inclusive education Children with Special Needs in the rubric
and early intervention Inclusive Classroom/ School:
(Using criteria and elements of
inclusive practices, students come
up with their written philosophical
statement on inclusion)
Weeks At the end of these weeks, the pre- C. Specific Disabilities/
5-10 service teacher (PST) can: Exceptionalities (Focus on
characteristics, causes,
a. describe the characteristics of 3.1.1 impact on development and  Lecturette and discussion  Quiz on specific disabilities/ 1.1.1,
each of the specific disabilities; A learning, identification, exceptionalities 3.1.1
strategies in classroom for
children, 0-8 years)
b. identify and explain the causes 3.1.1  Observe an inclusive class for  Class observation report 1.5.1,
1. Speech and
of each of the specific A young children. Note the 3.1.1
disabilities; and language characteristics and needs of the
impairments

Inclusive Education in Early Childhood Settings 87

 2. Autism children with special needs. List
Spectrum down the strategies that the
Disorder teacher utilized to meet the needs
3. Visual and Hearing of learners
Impairment
4. Physical Disabilities
5. Intellectual Disabilities
c. name and describe the 5.2.1 6. Attention  Invite a developmental pediatrician  Reaction paper on interaction with 5.2.1,
assessment procedures to A Deficit/Hyperactivity to share about recognizing red the Developmental Pediatrician 7.4.1
identify each of these Disorder flags in children. Ask about the
disabilities; 7. Learning Disabilities methods used to determine the
8. Exceptionally Bright special needs of young children

d. identify red flags in 3.4.1  Compile checklists of red flags  Compilation of red flag checklists 3.4.1
young children; and A useful for a teacher of young
children

e. enumerate and describe the 3.4.1  Clip an article about young children
educational approaches and A showing extraordinary skills/talents
strategies in the classroom e.g. a 3-year old girl who can
for young children and with already read, a 4-year old boy who
each of these disabilities. can play the classical pieces in the
piano. Share in the class about how
their parents respond to the
children’s abilities

Week 11 At the end of the week, the pre- D. Role of Early Intervention in
service teacher (PST) can: Inclusive Education
1. Who is served?  Lecturette and discussion  Short essay quiz (or take-home 1.1.1
a. state/articulate their 1.1.1 (typical and atypical  Selected readings and reflection review paper) 3.4.1
understanding of the B, C learners)  Reflection paper-scoring rubric 1.2.1
rationale for early 2. Evidence-based Early
intervention; 1.1.1 Intervention
3.4.1 3. Evidence-based Practices
b. compare typical with A in Preschool Education
atypical development; 4. Transition from Preschool
1.1.1 to Elementary School
1.2.1 5. The teacher and
A the intervention
team

Inclusive Education in Early Childhood Settings 88

(developmental

Inclusive Education in Early Childhood Settings 89

 c. discuss some of the major pediatrician, sped
issues and concerns related to 4.4.1 teacher, shadow teacher,
atypical development; and E, F occupational therapist,
speech therapist,
d. explain the roles of the psychologist)
professionals in the intervention
team and how the teacher works
with them.

Weeks At the end of the week, the pre- E. Evolving Themes and
12-13 service teacher (PST) can: Special Concerns
1. Service delivery models  Invite a resource person on service  Reflection paper on learnings, 3.5.1
a. discuss evolving themes 2. Current best practices delivery models insights and notes of experiences
and special concerns 3. Challenges in  Visit of inclusive early childhood drawn from the lectures, school
merging regular centers and professional visit and professional
education and special conversations with Sped and GE conversations- scoring rubric
education teachers on their experiences
4. Professional
collaboration
5. Creating and
maintaining inclusive
classrooms
Week 14 At the end of the week, the pre- F. Early Intervention Programs
service teacher (PST) can: 1. Developmental models
2. Developmental-cognitive
e. explain the differences among 3.5.1 model  Lecturette/discussion  Quiz on early 3.5.1
the different early intervention B, E 3. Behavioral model intervention programs
curriculum models and 4. The naturalistic  Selected readings (journal  Review paper (Students provide
various basic instructional curriculum model article/text-book based cases) thoughtful and reflective
principles. (activity-based responses on essay questions)
intervention)
5. Common
Program
(mainstreaming)
6. Concerns relating
to inclusion
Weeks At the end of these weeks, the pre- G. Planning for
15-16 service teacher (PST) can: Inclusion:
Customizing Early
a. identify the role of teachers, 6.2.1 Intervention  Lecturette/discussion on IFSP  Preliminary IFSP/ IEP for selected 6.2.1
other professionals and parents 7.3.1 1. Indvidualized Family and IEP process and cases-scoring rubric 7.3.1
in the planning and Service Plan (IFSP) requirements
implementation of intervention 2. Individualized  Exercises (individual and small

Inclusive Education in Early Childhood Settings 90

Education Plan (IEP) group) and whole class workshop

Inclusive Education in Early Childhood Settings 91

 programs and the Individualized A, B, 3. Principles of IEP with an output on framing Annual
Education Plan (IEP); and C, D, 4. Formulating Annual Goals Goals and Short-term objectives
E, (AG) and Short-Term based on selected case
Objectives (STOs)
b. apply the skills they learned in 5. Evaluating pupil  Demonstration and hands-on 4.1.1
using information collected gains and scores exercise on drafting Annual Goals, 3.3.1
from assessment to formulate 4.1.1 within IEP Short term objectives and
goals and objectives for the 3.3.1 prioritizing tasks/task analysis
planning and implementation of D
the IEP.

Week At the end of these weeks, the pre- H. An Overview of Basic

17-18 service teacher (PST) can: Instructional Principles
1. Elements of
Instructional Plan

a. design instructional plan that 3.3.1  Lecturette and demonstration of  Quiz on basic 3.3.1
incorporates both the child and D, E, F step-by-step accomplishment of instructional principles
family outcomes in partnership a typical instructional plan  Instructional Plan-scoring rubric
with family members and other  Whole class workshop with
professionals. individual or small group
output on Instructional Plan

Suggested References
Printed:
Brillante, P. (2017) The Essentials: Supporting Young Children with Disabilities in the Classroom. NAEYC.

Deiner, P.L. (2013). Inclusive early childhood education: Development, resources and practice (6E). Wadsworth Cengage Learning.

Dukes, C., & Smith, M. (2006). A practical guide to preschool inclusion. Thousand Oaks, CA: Paul Chapman Publishing/Sage

Gargiulo, R., & Kilgo, J. (2005). Young children with special needs. Thomson/Delmar Learning.

Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A., & Neve, L. (2015). Teaching and supporting children with special educational needs and disabilities in primary schools. Los Angeles: Learning

Inclusive Education in Early Childhood Settings 92

 Matters.

Guralnick, M. (Ed.) (2001). Early childhood inclusion: Focus on change. Baltimore, Maryland: Paul H. Brookes Publishing.

Hehir, T., & Katzman, L. (2012). Effective inclusive schools: Designing successful schoolwide programs. Jossey-Bass.

Karten, T.J. (2015). Inclusion strategies that work: Research-based methods for the classroom. Los Angeles: Sage.

Klein, D., Cook, R., & Richardsons-Gibbs, A. (2001). Strategies for including children with special needs in early childhood settings. Australia: Delmar/Thomson Learning

Lougy, R., DeRuvo, S., & Rosenthal, D. (2007). Teaching young children with ADHD: Successful strategies and practical interventions for PreK to 3. Thousand Oaks, CA: Corwin

Press. Martin-Denham, S. (2015). Teaching children and young people with special educational needs. Los Angeles: Sage.

Mathieson, K. (2007). Identifying special needs in early years. Thousand Oaks, CA: Paul Chapman Publishing/SAGE

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. London: Routledge.

Gadzikowski, A. (2013) Challenging Exceptionally Bright Children in Early Childhood Classroom. Red Leaf Press

Moloney, M., & McCarthy E. Intentional leadership for effective inclusion in early childhood education and care: Exploring themes and strategies.

Pierangelo, R., & Giuliani, G. (2007). Understanding, developing, and writing effective IEPs. Thousand Oaks, CA: Corwin Press/SAGE Publications.

Richey, D., & Wheeler, J. (2000). Inclusive early childhood education: Merging positive behavioral supports, activity-based intervention, and developmentally appropriate practice.
Delmar/Thomson Learning.

Rivadelo-Caballa, G. (2016). Authentic assessment of the child with special needs. Manila: Rex Book Store Inc.

Stormont, M., & Thomas, C.N. (2014). Simple strategies for teaching children at risk, K-5 (2014). Thousand Oaks, CA: Corwin.

Twachtman-Cullen, D., & Twachtman-Bassett, J. (2011). The IEP from A to Z: How to create meaningful and measurable goals and objectives. Joseey-Bass.

Wall, K. (2006, 2E). Special needs and early years: A practitioner’s guide. London: Paul Chapman Publishing.

Willis, C. (2009). Creating inclusive learning environments for young children: What to do on Monday morning. Thousand Oaks, CA: Corwin Press.

Electronic:
https://www.dec-sped.org/

Inclusive Education in Early Childhood Settings 93

 Children’s Literature

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.2.b. Demonstrate mastery of subject matter/discipline

6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.d. Demonstrate innovative thinking

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

91
 Course Information
Course Name Children’s Literature Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

The course focuses on the importance of children's literature for promoting lifelong love of reading among the young learners. It focuses on the 1.1.1
technological, pedagogical and content knowledge necessary to demonstrate knowledge of children’s literature that promote literacy skills and respond to 1.4.1
the learner diversity.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge and understanding of children’s literature to promote lifelong love for reading; 1.4.1
B. demonstrate knowledge of children’s literature to promote literacy skills; 1.4.1
C. demonstrate interest and enjoyment of reading that nurture and inspire learner participation; 2.4.1
D. show skills in the selection and use variety of teaching and learning resources Including ICT for learners from the three ECE levels; and 4.5.1
E. apply teaching strategies using appropriate resources that are responsive to the learners’ linguistic, cultural, socio-economic and religions 3.2.1
background.

Children’s Literature 92
 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Weeks At the end of these weeks, the pre- A. Introduction
1-2 service teacher (PST) can: 1. Knowledge base of
Children’s Literature in
early education:
a. describe the literacy elements; 1.1.1 Developmentally  Discussion  Quiz on the topics 1.1.1
A, B Appropriate Practices, under introduction
constructivist approach,  Case analysis: Teacher’s use  Case analysis report 1.2.1,
b. explain the knowledge bases of 1.1.1 Huge collection of of children’s literature in the 1.5.1
children’s literature in early 1.2.1 quality books for young classroom
education; and A, B children  Think, pair, share: Linking DAP with
2. Importance of Children’s Children’s Literature
c. advocate for the importance of 1.4.1 Literature and building  Preparing an advocacy poster on  Advocacy poster on the 1.4.1,
building love of reading and 3.1.1 love of reading the importance of Children’s importance of children’s 3.1.1,
enjoyment of books in the early 7.2.1 3. History of Children’s literature and building love for literature- poster scoring rubric 4.5.1,
years. A, B, Literature reading 7.2.1
C 4. Literacy Elements (plot,
theme, characterization,)
Weeks At the end of these weeks, the pre- B. Characteristics of Young
3-4 service teacher (PST) can: Children and
appropriate
a. articulate one’s own reading 1.1.1 environments  Class discussion  Quiz on characteristics of 1.1.1
identity; and 1.5.1 1. Review of young children and appropriate
B Developmental environment
characteristics of young  Preparing a matrix of salient  Matrix of salient characteristics 1.1.1,
b. draw corresponding 1.2.1 children characteristics and need of and need of young children with 1.2.1,
implications on the appropriate 1.5.1 2. Appropriate Literature- young children with corresponding implications for 1.5.1,
use of children’s literature to 3.1.1 Rich Environments for corresponding using children’s literature to 3.1.1
meet the developmental A, B infants and toddlers, implications for using children’s match these.
characteristics and needs of preschoolers literature to match these.
young children.  Reading Identity Reflection paper 7.4.1
 Reading Identity: Thinking about
your early development as a
reader. Recalling stories and
books that one enjoyed as a child.
Interviewing family members on
one’s early reading experiences
and reflect upon your life as a
reader inside and outside of school
environments. Exploring why you
are the reader or non-reader that
you are today.

Children’s Literature 93
  Visiting exemplary early childhood
centers to learn about appropriate
literature rich environments
 Observing young children are  Observation reports 1.5.1
engaged in literature activities

Weeks At the end of these weeks, the pre- C. Literature Genres and Forms
5-6 service teacher (PST) can: 1. The Picture Book

a. demonstrate knowledge 1.1.1 1. Types of Picture Books  Class discussion  Quiz on literature genres and 1.1.1
on picture books; A, B (alphabet, counting, forms
concept, wordless  Examining picture books which are  Picture book evaluation report 1.5.1
b. evaluate picture books 1.5.1 books) Caldecott medal / Alcala winners,  Critical annotation of 1.5.1
appropriate for young children; A, B 2. Criteria for Picture Book choose three that you find picture books
and Selection appealing and explain why.
3. Awards for Children’s  Reading at least two picture  Reading record indicating picture 1.4.1,
c. demonstrate positive disposition 1.4.1 books (Local and books per level (infant/toddler, books read appropriate to 1.5.1
and enjoyment of picture books 3.1.1 Foreign pre-k, K to 3) infant/toddler, preschool,
related to use with young 7.2.1 4. Common Themes,  Evaluating picture books using Kindergarten to Grade 3)
children A, B, Characters, and a set of criteria
C Situations in
Picture books  Writing critical annotations  Critical annotations of picture 1.5.1
of picture books books-scoring rubric
 Creating an activity plan using  Activity plan-scoring rubric 3.1.1,
picture books for young children 4.5.1

Weeks At the end of these weeks, the pre- 2. Folk Literature

7-8 service teacher (PST) can:
1. Mother Goose
a. differentiate the different 1.1.1 2. Folktale  Class discussion  Quiz on folk literature 1.1.1
types of folk literature; and A, B 3. Chained and  Listening to traditional songs.  Folk Literature evaluation report 1.5.1
cumulative tales Talk among your friends  Critical annotation of
b. demonstrate positive disposition 1.4.1 4. Animal tales regarding your favorites. folk literature
and enjoyment of folk literature 3.1.1 5. Transformational tales  Reading at least two folk  Reading record indicating 1.5.1
related to use with young 7.2.1 6. Pourquoi tales literature selection per level selected folk literature read
children. A, B, 7. Fables (infant/toddler, pre-k, K to 3) appropriate to infant/toddler,
C 8. Tall tales and legendary preschool, Kindergarten to Grade
figures 3)
9. Noodlehead tales  Writing critical annotations of  Writing critical annotations of 1.5.1
10. Myths and legends Folk literature for children. Folk literature for children.
11. Songs as folk literature Include both foreign and local Include both foreign and
selections. local
selections.

Children’s Literature 94
 12. Fairy tales as folk
literature  Visiting a children’s bookstore  Scoring rubric 1.5.1
(actual or virtual) and look at titles 5.1.1
of new folktales on the market.

Weeks At the end of these weeks, the pre- 3. Modern Fantasy

9-10 service teacher (PST) can: 1. What modern fantasy is
2. Science fiction
a. describe what modern fantasy 1.1.1 3. How they are use  Class discussion  Quiz on modern fantasy 1.1.1
is; and A, B appropriately with
young children
b. demonstrate positive 1.4.1  Choosing one selection  Review of a selected Modern 1.5.1,
disposition and enjoyment of 3.1.1 appropriate for young children fantasy book 4.5.1
modern fantasy related to 7.2.1 and writing a review
use with young children. A, B,
C
Weeks At the end of these weeks, the pre- 4. Realistic Fiction
11-12 service teacher (PST) can: 1. Characteristics of
Quality Realistic Fiction  Class discussion  Quiz on realistic fiction 1.1.1
a. describe realistic fiction and 1.1.1 for Young Children
its elements; A, B 2. Using the Realistic  Evaluating realistic fiction using a  Realistic fiction evaluation report 1.5.1
Fiction Book in Social set of criteria
b. choose appropriate realistic 1.5.1 Studies
fiction selections appropriate for 3.1.1  Writing critical annotations  Critical annotation of 1.5.1
young children; and 4.5.1 of realistic fiction realistic fiction
A, B,
C, D  Reading at least two realistic  Reading record indicating 1.5.1
fictions per level (infant/toddler, selected realistic fiction read
c. demonstrate positive disposition 1.4.1 pre-k, K to 3) appropriate to infant/toddler,
and enjoyment of realistic fiction 3.1.1 preschool, Kindergarten to Grade
related to use with young 7.2.1 3)
children. A, B,
C

Weeks At the end of these weeks, the pre- 5. Poetry and the Rhythm of
13-14 service teacher (PST) can: Expression
1. Poetry Elements
a. demonstrate knowledge of 1.1.1 and Forms  Class discussion  Quiz on poetry and the rhythm of 1.1.1
various types of poems by A, B 2. Poetry and Rhythm expression
writing samples of some types; 3. Poetry Throughout the  Compilation of written poems 1.5.1,
Classroom and and rhymes- scoring rubric 4.5.1
Curriculum

Children’s Literature 95
 b. demonstrate positive 1.4.1 4. Teacher’s use of poetry  Holding a poetry “workshop”
disposition and enjoyment of 3.1.1 in the classroom Students will write their own
poetry related to use with 7.2.1 5. Linking poetry with poems and rhymes
young children; and A, B, curricular themes  Poems and rhymes read-aloud
C 6. Poetry and  Compiling poems and rhymes
Cultural Diversity for young children
3.1.1
4.5.1
c. create an activity plan using D, E  Preparing an activity plan for  Activity plan using poems 3.1.1,
poems and rhymes for young children using poems and rhymes- scoring rubric 4.5.1
young children. and rhymes

Weeks At the end of these weeks, the pre- 6. Books and Stories
15-16 service teacher (PST) can: in Other
Forms/Media
a. evaluate appropriate 1.5.1 a. Types  Class discussion  Quiz on books and stories in 1.1.1
books/materials in other forms; 5.1.1 1. Television other forms or media
A, B 2. Audio books
3. Video
b. demonstrate positive disposition 1.4.1 4. Applications  Curating apps related to Children’s  List of curated apps 1.1.1,
and enjoyment of books 3.1.1 (Apps) Literature genre 1.5.1
/materials in other forms/media 7.2.1 5. Performances –  Activity plan 3.1.1,
related to use with young A, B, puppet show 4.5.1
children; and C b. Criteria in evaluating  Annotating audio and video  Annotated list of audio books 1.5.1
other forms/ media and videos
c. create an activity plan using. 3.1.1 for use with young  Preparing an activity plan using  Activity plan using poems 3.1.1,
4.5.1 children the curated apps and rhymes- scoring rubric 4.5.1
D, E

Weeks At the end of these weeks, the pre- D. Literature in the Classroom
17-18 service teacher (PST) can: and at Home
1. DepEd Kindergarten
a. outline the themes and topics of 1.2.1 Curriculum themes  Surveying the themes and lessons  List of selections aligned to 1.2.1,
the DepEd Curriculum; 1.5.1 and lessons of the DepEd Kindergarten themes and lessons in the 1.5.1,
A, B 2. ECCD Council- National Teacher Guide and National Early DepEd kindergarten curriculum/ 4.2.1
Early Learning Curriculum Learning Curriculum (NELC). NELC
1.2.1 (NELC) Preparing a list of selections (local
1.5.1 3. Strategies to develop and foreign) matching the themes
A, B love for reading for and lessons with annotations
b. outline the themes and topics parents  Setting a book corner designed  Final Requirement: Children’s 4.1.1,
of the NELC; 4.2.1 for: Literature Portfolio 4.5.1
A, B - Infant and toddlers

Children’s Literature 96
 - Preschoolers
c. align appropriate children’s - K-3
literature selections to the
curriculum; and

d. suggest strategies for parents to 1.4.1  Writing a resource material for  Include projects and resources 4.5.1,
instill love of books and reading. 3.1.1 parents on ways to instill love of from this class according to the 7.4.1
3.2.1 books and reading to young course objectives. Include a
D, E children reflection for each section
indicating how each content
demonstrate the learning
outcome of the unit. This is part
of the summative evaluation of
whether or not the course
outcomes have been achieved.

Suggested References
(1994) Bumasa at Lumaya: A Sourcebook on Children's Literature in the Philippines. Pasig, M.M.: Anvil.

Barone, D. M. (2011). Children’s Literature in the Classroom: Engaging Lifelong Readers. New York: The Guilford Press.

Glazer, J. I. (1997). Introduction to Children’s Literature. Upper Saddle River: Merrill.

Kiefer, B. & Tyson, C. (2019). Charlotte Huck’s Children’s Literature: A Brief Guide. McGraw-Hill. 3rd edition

Ortiz, W. P. (2016). Bugtong ng Buwan: At Iba Pang Kuwento. Diliman, Quezon City, Manila, Philippines: The University of the Philippines Press.

Yu, R. T. (2011). Balagen: Edukasyong Pangkapayapaan at Panitikang Pambata. Diliman, Quezon City: University of the Philippines Press.

Children’s Literature 97
 Assessment of Children’s Development and Learning

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.2.f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.b. Demonstrate appreciation for diversity

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

98
 Course Information
Course Name Assessment of Children’s Development Course Code
and Learning
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course focuses on the various aspects of assessment of young children’s development and learning. It focuses on developing knowledge of the 5.1.1
design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent with curriculum requirements. It applies 5.5.1
different types of quantitative and qualitative assessment methods for determining children’s development and learning. It provides experiences on the
different stages of the whole assessment process, including monitoring and reporting in actual early childhood settings. It demonstrates an understanding
of the role of assessment data as feedback in teaching and learning practices and programs.
Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. explain the use of diagnostic, formative, and summative assessment strategies consistent with curriculum requirements; 5.1.1
B. demonstrate familiarity with a range of strategies for assessing and communicating learners needs, progress and achievement; 5.4.1
C. demonstrate understanding of the role of assessment data to improve young learner’s development and learning; 5.5.1
D. demonstrate objectivity and integrity in the practice of assessment in young learners; and
E. develop rubrics for different forms of assessment. 5.1.1

Assessment of Children’s Development and Learning 99

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of these weeks, the pre- A. Overview of Assessment of
service teacher (PST) can: Young Children
1. History of assessment of
young children
a. discuss the history and 1.1.1 2. Uses of assessment  Using a timeline chart, students  Output: timeline chart and quiz 1.1.1
development of assessment C of young children will identify the significant on the history and development
of young children; and 3. Roles of a teacher in milestones (e.g. changes, of assessment of young children
assessing young children development) in the history
and development of
assessment of young children

b. analyze the role of teachers in 7.5.1  Group activity: case analysis  Case report 7.5.1
selecting and using tests and A  writing reflection on a topic  Reflection on current issues on 7.4.1
measurements with young related to current issues on testing and assessment of young
children and program testing and assessment of children
evaluation. young children

Weeks At the end of these weeks, the pre- B. DepEd Order No. 8, s. 2015:
2-3 service teacher (PST) can: Policy Guidelines on
Classroom Assessment for  Interactive discussion on  Short quiz on the 1.1.1,
a. explain developmentally 1.1.1 the K to 12 Basic Education developmentally appropriate developmentally appropriate 1.2.1
appropriate principles in 1.2.1 Program principles in assessing principles in assessing
assessing young children A, B, C. NAEYC Position Statement
young children young children
on Assessing Young Children
C
(DAP)
 Holding a panel discussion on  Panel discussion with 1.1.1
D. National Early
b. discuss issues related to early 1.1.1 issues regarding early childhood scoring rubric
Learning Framework
childhood testing and D (NELF) testing and evaluation, and
evaluation E. Omnibus Policy on ethical professional behavior
Kindergarten Curriculum

c. discuss the ethical professional 6.3.1  Group activity: case analysis  Case report 6.3.1
behavior related to early D
childhood testing and
evaluation

Assessment of Children’s Development and Learning 100

 d. analyze position statements on 1.2.1, Choose from these suggested
early childhood testing and 6.3.1, activities:
evaluation C, D
 Visiting a private or public school  Output: results of the analysis of
to interview preschool teachers to the adherence of assessment
find out about their assessment tools/ tests use for toddlers and
tools and processes preschoolers and primary children
 Inviting a teacher to talk about or to the developmentally
share about his/her experiences in appropriate principles in
assessment tools and processes assessment

 Reading the Classroom  Output: advocacy poster with a 1.2.1,

Assessment Resource Book scoring rubric 6.3.1

 Examining assessment tools/

tests use for toddlers and
preschoolers and primary
children and analyzing their
adherence to developmentally
appropriate principles in 1.5.1
assessment

 Making of advocacy poster based

on the resolutions on the analysis
of the issues
Weeks At the end of these weeks, the pre- D. Standardized Tests
4-6 service teacher (PST) can:

a. explain the design,

interpretation, and 5.1.1,  Conducting an interview at least  Output: matrix on the 5.1.1
considerations in choosing and A, D three preschool administrators advantages, disadvantages and
evaluating standardized tests as about standardized tests used issues surrounding the use of
well as the advantages, in assessing the pupils in their standardized tests based on
disadvantages and issues school the interview
surrounding their use; and

b. use and report standardized test

results, norm- and criterion- 5.5.1,  Examining a sample of a  Results of the analysis 5.5.1
referenced tests. A, B standardized test. Find out how of standardized tests
it is administered, scored and
interpreted; also, how the results
are utilized

Assessment of Children’s Development and Learning 101

Weeks At the end of these weeks, the pre- E. Informal Assessments:
7-10 service teacher (PST) can: Observation
1. Why Observe Children?
c. analyze the observation 1.1.1, 2. How Observation Is 2. Designing a compare and  Output: compare and contrast 1.1.1,
evaluation measures, their types 1.5.1, Done Well? contrast chart indicating the chart on the observation 1.5.1
and uses, advantages and A, D 3. Fitting Observation in observation evaluation measures, evaluation measures, types,
disadvantages, and guidelines Teacher’s Tasks types, uses, advantages, uses, advantages, disadvantages,
for use; 4. Observation for disadvantages, and guidelines and guidelines
Curriculum
d. explain the importance of Planning
observation as a tool for early 5. Organization and 3. Discussion on the importance  Quiz on the importance and
childhood; 1.1.1, Analysis of Observation and characteristics of observation characteristics of observation as 1.1.1
C Reports as a tool for early childhood a tool for early childhood
e. describe the characteristics of
effective observation; a. Conducting three separate  Output: different types of
observations and use observation 5.1.1
f. utilize the following techniques different types of observation documentation
of documenting observations: 5.1.1, documentation
quick check recording, brief B 4. Watch several videos of children
notes, running records, and create the following for each:  Video Analysis: 5.1.1
summative anecdotes, lists; - factual versus - factual versus interpretive
interpretive anecdotes anecdotes
- running record - running record
- summative anecdote - summative anecdote
- making a list - making a list
- quick check - quick check
- observation - comprehensive observation
documentation of a group report
of children

g. pull together the

observation findings; 5.2.1, 5. Write narratives from observation  Output: observation narratives 5.2.1
B findings
h. identify patterns that can inform 5.5.1, 6. Observing children to make
curriculum; and A decision about the curriculum

i. use observation as a tool

to make decision about the
curriculum.

Assessment of Children’s Development and Learning 102

Weeks At the end of these weeks, the pre- F. Informal Assessments:
11-12 service teacher (PST) can: Checklists, Rating
Scales, and Rubrics  Collecting samples of checklists  Output: matrix of the similarities 1.1.1,
a. use checklist, rating scale 1.1.1, used in preschool and primary and differences in terms of 5.1.1
measures, and rubrics, their 5.1.1, school. Note their similarities and objectives, evaluation strategies
advantages and disadvantages, A, C differences in terms of objectives, and record keeping of the
how they are designed and evaluation strategies and record collected samples of checklists
used for evaluation and keeping
assessment; and  Designing an appropriate rating  Output: scoring rubric on the 5.1.1
scale for appropriate behavior in designed rating scales
the classroom

b. administer, score and interpret  Observing a child and  Output: ECCD Checklist and 5.2.1
the results of the ECCD 5.2.1, administer the ECCD Checklist the result of the ECCD
Checklists, DepEd Kindergarten A, B, Checklist assessment
Progress Report. D  Invite a DepEd Kindergarten  Output: results of kindergarten
Teacher to share about how progress report and ways to
to administer, accomplish and administer, accomplish and
communicate it to parents communicate it to parents

Weeks At the end of these weeks, the pre- G. Informal Assessments:

13-15 service teacher (PST) can: Teacher-designed Strategies
and Performance-based
Strategies

a. construct a teacher-designed  Creating teacher-designed tests  Scoring rubrics on the created 5.1.1
tests and performance- based 5.1.1, and performance-based teacher-designed tests and
assessments; their types, E assessments performance-based assessments
purposes, and
advantages/disadvantages.
 Designing a rubric for particular  Scoring rubrics on designing 5.1.1
preschool competencies a rubric
(emerging reading, emerging
writing, math skill, etc.)

Assessment of Children’s Development and Learning 103

Weeks At the end of these weeks, the pre- H. Assessment Systems
16-18 service teacher (PST) can: a. Portfolio Assessment
b. Communicating with
a. Communicate assessment 5.4.1, Parents c. Design a portfolio to be  Output: portfolio for 5.4.1
results to parents and related B used with preschool reporting students’ progress
professionals. children: (1) Include sections
or dividers for the portfolio;
b. Develop the ability to apply 1.1.1, (2) the types of teacher
knowledge of normal human 1.2.1, assessments you will use;
development and learning and 5.2.1, and (3) how you
their variations to interpretation B would report the child’s
of observation and assessment progress to parents
data.

c. Design and use various types

of portfolios for reporting 5.1.1,
students’ progress 5.2.1,
5.4.1,
A, B,
D

Assessment of Children’s Development and Learning 104

 Suggested References
Printed:
Kostelnik, Marjorie (2010) Assessment Chapter in developmentally Appropriate Programs in Early Childhood education. New York: Macmillan

Wright, Robert J. (2010) Multifaceted assessment for early childhood education. Los Angeles, Calif.: Sage.

Wortham, Sue Clark. (2001) Assessment in Early Childhood Education 3rd edition. USA: Prentice Hall

Salvia, John. (2013) Assessment in special and inclusive education. 12th ed. Australia: Wadsworth Cengage Learning.

Mindes, G. (2011). Assessing Young Children (4th Ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

Mcafee, O., & Leong, D. J. (2011) Assessing and Guiding Young Children's Development and Learning (5th Ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.

Lucas, Maria Rita D. (2012) Assessment in Early Childhood Education: Rock, PaperScissors! The Professional Teacher (Volume 3). Lorimar Publishing.

Wortham, Sue Clark. (1996) The Integrated Classroom: The Assessment-Curriculum Link in Early Childhood Education

Gordon, A. M., Browne, K. W. (2017) Beginnings and Beyond: Foundations in Early Childhood Education (10th Ed.). Boston, USA: Cengage Learning.

Websites:
Classroom Assessment Resource Book (CARB) retrieve from: bestprogram.ph

Department of Education (2016) Omnibus Policy on Kindergarten Education at www.deped.gov.ph

DO 8, s. 2015 – Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program retrieve from: www.deped.gov.ph

ECCD Council (2010) National Early Learning Framework at https://eccdcouncil.gov.ph/eccd/curriculum.html

NAEYC Position Statement on Assessment of Young Children retrieve from: www.naeyc.org

Assessment of Children’s Development and Learning 105

 Literacy Development

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted

Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.1.a. Articulate and discuss the latest developments in the specific field of practice
6.2.b. Demonstrate mastery of subject matter/discipline
6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.d. Demonstrate innovative thinking

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

106
 Course Information
Course Name Literacy Development Course Code
Pre-requisite Subject Course Credit 3 Units
Course Requirements

Grading System

Course Description BTIs covered

The course focuses on the technological, pedagogical and content knowledge and skills in literacy development to address the needs of beginning readers 1.1.1
as well as the approaches and strategies for developing a multilingual and multiliterate learner. It provides opportunities to observe appropriate use of
lessons and instructional materials in early childhood settings. It uses microteaching activities to try out developmentally appropriate activities and
materials in the three ECE Levels.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge and skills on the technological, pedagogical and content knowledge in literacy development in the three ECE levels: a.) 1.1.1
infants and toddlers, b.) preschool and c.) k-3 levels (cognitive);
B. demonstrate knowledge of the characteristics of emergent and beginning readers and match the goals and stages of literacy learning with these
characteristics;
C. demonstrate knowledge of teaching strategies that promote literacy skills in young children; 1.4.1
D. demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement in literacy skills in the three 3.1.1
ECE levels: a.) infants and toddlers, b.) preschool and c.) k-3 levels;
E. demonstrate engagement and enjoyment in facilitating literacy activities to nurture and inspire learner participation; 2.4.1
F. show skills in the selection, development and use of variety of teaching and learning resources including ICT to address learning goals; and 4.5.1
G. design integrated lessons and instructional materials that are culturally relevant and developmentally appropriate for the emergent and beginning 4.5.1
readers.

Literacy Development 107

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- 1. The Components of Literacy
service teacher (PST) can: / DepEd Curriculum on
Beginning Literacy

a. discuss the components 1.4.1,  Interactive Discussion on  Constructing a concept map 4.2.1
of literacy; A The Components of Literacy on the components of literacy

b. connect the teaching of early 1.4.1,  Analyze the DepEd curriculum  Analysis of the connection of early 1.4.1
literacy to DepEd curriculum on A literacy to DepEd curriculum on
language, literacy and literature; language, literacy and literature
and

c. discuss the characteristics of 1.1.1,  Discussion on the characteristics  Quiz on characteristics of 1.1.1,
emergent and beginning 1.4.1, of emergent and beginning emergent and beginning 1.4.1
readers. A readers readers

Week 1 At the end of the week, the pre- 1.1 Teachers’ Role in Promoting
service teacher (PST) can: Literacy

a. explain the role of teachers in 1.4.1,  Conducting an interview with  Accomplished interview and 5.3.1
promoting literacy. A ECE teachers on promoting scoring rubric
literacy
Weeks 2-3 At the end of these weeks, the pre- 1.2 Teachers’ Role in Promoting
service teacher (PST) can: Oral Language and
Vocabulary Development
a. demonstrate strategies for 1.4.1,
increasing vocabulary; A, B
and 1. Listening vocabulary  Panel Discussion on four (4)  Scoring rubric on panel 5.3.1
7.2.1, 2. Speaking Vocabulary kinds of vocabulary discussion
b. develop love for reading. D 3. Reading Vocabulary  Listening vocabulary
4. Writing Vocabulary  Speaking Vocabulary
5. Strategies for increasing for  Reading Vocabulary
enhancing vocabulary and  Writing Vocabulary
language
 Watching videos on  Writing of reflection journal 5.3.1
teaching exemplars  Scoring rubric on vocabulary

Literacy Development 108

  Demonstration Lessons  Scoring rubric on demonstration 5.3.1
on Vocabulary and lessons on vocabulary
Language
 Quiz on the role of children’s 1.1.1,
 Discussion on the role of literature and strategies in 7.2.1
children’s literature and sharing stories to young learners
strategies in sharing stories
to young learners  Matrix showing children’s 1.5.1,
 Reading various children’s storybooks and their synopsis 4.5.1
storybooks
Weeks At the end of these weeks, the pre- 1.3 Teachers’ Role in
4-5 service teacher (PST) can: Promoting Phonological
and Phonemic Awareness
 Watching videos on  Writing of reflection journal 5.3.1
a. demonstrate strategies for 1.4.1, teaching exemplars  Scoring rubric on vocabulary
Phonological Awareness; and A, B  Demonstration Lessons  Scoring rubric on demonstration 5.3.1
on Phonological lessons on phonological
awareness awareness
 Whole Language Approach
b. discuss rhyming words, 1.1.1,  DISTAR approach
number of syllables, and A  Quiz and demonstration on 1.1.1,
beginning and ending sound of  Discussion and rhyming words, number of 4.5.1,
words. demonstration on rhyming syllables, and beginning and 5.1.1
words, number of syllables, ending sound of words with
and beginning and ending a scoring rubric
sound of words

Weeks 6-7 At the end of these weeks, the pre- 1.4. Teachers’ Role in Promoting
service teacher (PST) can: Book Knowledge

a. explain the following: 1.4.1  Watching videos on  Writing of reflection journal 5.3.1
- Functions of print A teaching exemplars  Scoring rubric on reflection
- Forms of print
- Conventions of print

Literacy Development 109

 - Role of children’s literature

b. demonstrate the skills on print 4.5.1,  Demonstration Lessons on Print  Scoring rubric on demonstration 4.5.1
awareness. A Awareness lessons on print awareness

Weeks 1.4.1, 1.5 Teachers’ Role in Promoting

8-9 A, B Knowledge of Letters and Words

 Watching videos on  Writing of reflection journal 5.3.1

teaching exemplars on  Scoring rubric on reflection 4.5.1,
alphabet knowledge 7.4.1

 Demonstration Lessons on  Scoring rubric on demonstration 5.1.1

Letter and words lessons on letter and words

Weeks 1.4.1, 1.6.Teachers’ Role in Promoting

10-11 A, B Knowledge of Comprehension

 Watching videos on  Writing of reflection journal 5.3.1

teaching exemplars on  Scoring rubric on reflection
listening and reading
comprehension
 Scoring rubric on demonstration
 Demonstration Lessons lessons on teaching
on Teaching comprehension
comprehension
Week 12 At the end of the week, the pre- 2. Planning The Literacy
service teacher (PST) can: Program

a. explain the Teachers role in 1.4.1,  Designing the Literacy Program  Scoring rubric on designing 5.3.1
literacy development and A, B literacy Program
spelling skills and fluency.

Week 13 At the end of the week, the pre- 2.1 Objectives for Language and
service teacher (PST) can: Literacy Learning

a. discuss the objectives 1.4.1,  Interactive discussion on the  Short Quiz on the objectives 5.1.1
for Language and A, B objectives for Language and for Language and Literacy
Literacy Learning. Literacy Learning Learning

Literacy Development 110

Week 13 At the end of the week, the pre- 2.2 Creating a Literacy Rich
service teacher (PST) can: Environment
 Designing a Literacy Rich  Accomplished Plan for a Literacy 4.2.1
a. create a literacy -rich 1.4.1, Environment Rich Environment
environment. 2.3.1,
2.4.1,
A, B,
D

Week 14 At the end of the week, the pre- 2.3 Literacy Throughout the Day
service teacher (PST) can:

a. display a daily schedule for a

Literacy -Rich Environment. 1.4.1,  Designing an integrated lesson  Accomplished integrated lesson 4.2.1
A, B for a Literacy -Rich Environment for a Literacy -Rich Environment
Week 15 3. Meeting the Needs of all
children
At the end of the week, the pre-
service teacher (PST) can:

a. create activities to meet the 1.4.1,  Designing Activities for  Accomplished activities for all
needs of all children. A, B, meeting the needs of all learners 5.3.1
C children  Scoring rubric

Weeks At the end of these weeks, the pre- 3. Teaching Strategies

16 - 17 service teacher (PST) can:
3.1 Talking, singing
a. demonstrate lessons using 3.5.1, and Playing with  Watching videos on teaching  Writing of reflection journal 5.3.1
the various approaches and 4.5.1, Language exemplars on various strategies  Scoring rubric on reflection
strategies. E, F 3.2 Reading Aloud
3.3 Story Telling  Scoring rubric on demonstration 5.3.1
3.4 Writing lessons on teaching strategies
3.5 Meaningful Play
3.6 Using Literacy to Learn  Writing of reflection journal 5.3.1
3.7 Four Pronged  Scoring rubric on reflection
Approach
3.8 Marungko Approach  Demonstration Lessons on  Scoring rubric on demonstration 5.3.1
3.9 Whole language Approach  Various strategies lessons on teaching strategies
3.10 DISTAR Approach

Literacy Development 111

 Week 18 At the end of the week, the pre- 4. Literacy Learning in Interest
service teacher (PST) can: Areas and Outdoors

b. create literacy learning in interest 2.3.1,  Designing Writing of reflection  Writing of reflection journal 5.3.1
area and outdoors. 2.4.1, journal
A, B,  Scoring rubric on reflection  Scoring rubric on reflection
D

 Scoring rubric on  Scoring rubric on demonstration 5.3.1

demonstration lessons on lessons on teaching strategies
teaching comprehension

Suggested References
Books:
Adams, Marilyn Jager (1998). Phonemic awareness in young children: a classroom curriculum. Baltimore, Md. : P.H. Brookes.

Alexander, Roberta; Jarrell, Jan; Gordy, Zola. A community of readers: a thematic approach to reading. Australia: Cengage Learning, c2016.

Alvermann, Donna E, et al. Content area reading and literacy: succeeding in today's diverse classrooms. Boston: Pearson, c2013.

Behrens, Laurence; Rosen, Leonard J. Writing and reading across the curriculum. New York: Longman, 2003.

Bernardo, Marian P. (et al.). Speaking skills: for effective communication and oral presentation. Manila: Centro Escolar University, c2011.

Brown, Roberta S. Hands-on alphabet activities for young children: a whole language plus phonics approach to reading. New York: Center for Applied Research in Education, c1998.

Coloma-Aban, Cynthia Agnes. Reading and grow: nursery reading curriculum. Pasig City: Following God Publishing, c2014.

German, Kathleen M. Principles of public speaking. New York: Routledge, c2017.

Goouch, Kathy; Lambirth, Andrew. Teaching early reading and phonics: creative approaches to early literacy. Los Angeles: SAGE, 2011.

Hughes, Rebecca; Szczepek Reed, Beatrice. Teaching and researching speaking. New York; London : Routledge, Taylor & Francis Group, 2017

Lindfors, Judith Wells. Children's language: connecting reading, writing, and talk. New York: Teachers College Press, c2008.

Lipson, Marjorie Y; Wixson, Karen K. Assessment of reading and writing difficulties: an interactive approach. Boston: Pearson, c2013.

Machado, Jeanne M. Early childhood experiences in language arts: emerging literacy. Boston: Delmar, c1999.

Maria Elisa Anacay, and Xeanne Marie Rivera. Critical reading and writing skills for the 21st century. Quezon City : The Inteligente Publishing Inc. c2016

Literacy Development 112

Literacy Development 113
Matthews, Candace. Speaking solutions: interaction, presentation, listening, and pronunciation skills. Englewood Cliffs, N.J.: Prentice-Hall, c1994

Menoy, Jesus Z.; Constantino, Guia F. Reading and writing skills. Mandaluyong City : Books Atbp. Publishing Corp, c2016

Nuval, Evarista G. Competence in oral communication and public speaking. Mandaluyong City : Books Atbp. Publishing Corp, 2014.

Richard D. Robinson. Issues and trends in literacy education. Boston : Allyn and Bacon, c2000

Riley, Jeni.; Reedy, David. Developing writing for different purposes: teaching about genre in the early years. London: P. Chapman, 2000.

Risko, Victoria; Vogt, MaryEllen. Professional learning in action: an inquiry approach for teachers of literacy. Boston, MA: Cengage Learning, 2017. New York : Teachers College Press, [2016]

Stuart, Morag; Stainthorp, Rhona. Reading development & teaching. Thousand Oaks, California: SAGE Publications Inc, 2016.

Tough, Joan. Listening to children talking: a guide to the appraisal of children's use of language. London: Ward Lock Educational,

c1976 Towell, Janet L. Creative literacy in action: birth through age nine. Australia: Cengage Learning, c2018.

Verderber, Rudolph F. (2012) The challenge of effective speaking. Wadsworth/Cengage Learning

Vihman, Marilyn May (2014). Phonological development: the first two years. Chichester, West Sussex; Hoboken [New Jersey]: Wiley-Blackwell.

Walter, Jenia (2017). Building writing skills: the hands-on way. Boston, MA : Cengage Learning.

Wide, Peter (2016). Mastering technical communication skills: a student's handbook. Singapore: Pan Standard.

Online Resources: E-Books / E-Journals

Agbenyega, J. S (2015). Strengthening literacy and numeracy in early childhood. International Perspectives on Inclusive Education, 7, 25-43.
https://www.emeraldinsight.com/doi/full/10.1108/S1479-363620150000007008

Bloome, D. & Kim, M. (2016). Storytelling: learning to read as social and cultural processes. Prospects: Quarterly Review of Comparative Education, 43(3-4), 391-405. https://eric.ed.gov/?q=children
%27s+acquisition+of+literacy&pg=3&id=EJ1171521

Botts, D. C. [and three others] (2014). A comparison of activity-based intervention and embedded direct instruction when teaching emergent literacy skills. Journal of Special Education, 48(2),
120-134. https://eric.ed.gov/?q=children%27s+acquisition+of+literacy&pg=3&id=EJ1031257

Cakiroglu, A. (2018). The language acquisition approaches and the development of literacy skills in children. International Electronic Journal of Elementary Education, 11(2), 201-206. https://eric.ed.gov/?
q=children%27s+acquisition+of+literacy&pg=2&id=EJ1202282

Literacy Development 114

Carroll, J. M. [and three others] (2019). Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading, 42(1), 150-161. https://eric.ed.gov/?
q=children%27s+acquisition+of+literacy&pg=3&id=EJ1203388

De Witt, M. W. & Lessing, A. C. (2018). The deconstruction of pre-literacy development and reading acquisition. Early Child Development and Care, 188(12), 1841-1854. https://eric.ed.gov/?q=children
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Diaz-Cardenas, A. F. [and three others] (2016). Syllabic schemes and knowledge of the alphabet in reading acquisition: “onset” or “nucleus” variation. International Education Studies, 9(11), 151-
162. https://eric.ed.gov/?q=children+speaking+development&id=EJ1118587

Drijbooms, E. [and two others] (2017). Children’s use of evaluative devices in spoken and written narratives. Journal of Child Language, 44(4), 767-794. https://eric.ed.gov/?q=children
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Ediger, M. (2015). Listening in the language arts. Reading Improvement, 52(2), 69-71. https://eric.ed.gov/?q=listening+%3a+language+art&id=EJ1095695

Fricke, S. [and three others] (2016). Preschool predictors of early literacy acquisition in German-speaking children. Reading Research Quarterly, 51(1), 29-53. https://eric.ed.gov/?q=children
%27s+acquisition+of+literacy&id=EJ1087332

Friesen, A. [and five others] (2014). Collaboration and consultation in preschool to promote early literacy for children: lessons learned from the CSS curriculum. Journal of Educational &
Psychological Consultation, 24(2), 149-164. https://eric.ed.gov/?q=children%27s+acquisition+of+literacy&pg=2&id=EJ1030146

Giles, R. M. & Tunks, K. (2015). Teachers’ thoughts on teaching reading: an investigation of early childhood teachers’ perceptions of literacy acquisition. Early Childhood Education Journal, 43(6),
523-530. https://eric.ed.gov/?q=children%27s+acquisition+of+literacy&id=EJ1078286

Gishlar, K. L. & Vesay, J. P. (2018). Literacy curricula and assessment: a survey of early childhood educators in two states. Reading Improvement, 55(3), 106+.
http://link.galegroup.com/apps/doc/A559211221/EAIM?u=phceu&sid=EAIM&xid=3578efdd

Hansen, L. B. [and eight others] (2017). Reading comprehension and immersion schooling: evidence from component skills. Developmental Science, 20(1). https://eric.ed.gov/?q=children
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Harrison, E. & McTavish, M. (2018). ‘i’Babies: infants’ and toddlers’ emergent language and literacy in a digital culture of idevices. Journal of Early Childhood Literacy, 18(2), 163-188. https://eric.ed.gov/?
q=children%27s+acquisition+of+literacy&pg=3&id=EJ1181795

Havron, N. & Arnon, I. (2017). Minding the gaps: literacy enhances lexical segmentation in children learning to read. Journal of Child Language, 44(6), 1516-1538. https://eric.ed.gov/?q=children
%27s+acquisition+of+literacy&pg=2&id=EJ1157773

Lehrer, J. S. (2018). Written communication with families during the transition from childcare to school: how documents construct and position children, professionals and parents. European Early
Childhood Education Research Journal, 26(2), 285-308. https://eric.ed.gov/?q=children%27s+written+communication&id=EJ1174660

Martins, M. A. [and three others] (2016). Invented spelling activities in small groups and early spelling and reading. Educational Psychology, 36(4), 738-752. https://eric.ed.gov/?q=children
%27s+acquisition+of+literacy&pg=4&id=EJ1098809

Literacy Development 115

McGough, J. (2013). Journaling: a bridge between school and home. Science and Children, 50(8), 62-67. https://eric.ed.gov/?q=children%27s+written+communication&id=EJ1020529

Peterson, R. L. [and five others] (2018). Literacy acquisition influences children’s rapid automatized naming. Developmental Science, 21(3). https://eric.ed.gov/?q=children
%27s+acquisition+of+literacy&id=EJ1176074

Piasta, S. B. [and four others] (2018). Assessment of young children’s letter-sound knowledge: initial validity evidence for letter-sound short forms. Assessment for Effective Intervention, 43(4),
249-255. https://eric.ed.gov/?q=children%27s+acquisition+of+literacy&pg=2&id=EJ1188196

Pinto, G. [and three others] (2017). Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school. European Journal of Psychology of Education, 32(4), 571-
587. https://eric.ed.gov/?q=Emergent+literacy+and+reading+acquisition+%3a+a+longitudinal+study+from+kindergarten+to+primary+school&id=EJ1154259

Saracho, O. N. (2017). Literacy in the twenty-first century: children, families and policy. Early Child Development and Care, 187(3-4), 630-643. https://eric.ed.gov/?q=children
%27s+acquisition+of+literacy&id=EJ1132271

Shenton, A. K. (2017). Reading in information behavior and information literacy frameworks. Collection and Curation, 37(2), 60-64. https://doi.org/10.1108/CC-04-2017-0013

Tucci, S. L. & Easterbrooks, S. R. (2015). A syllable segmentation, letter-sound, and initial-sound intervention with students who are deaf or hard of hearing and use sign language. Journal of
Special Education, 48(4), 279-289. https://eric.ed.gov/?q=children%27s+acquisition+of+literacy&id=EJ1048504

Wiescholek, S. [and three others] (2018). Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. Reading
Psychology, 39(1), 41-68. https://eric.ed.gov/?q=children%27s+acquisition+of+literacy&id=EJ1161864

Worthington, M. & van Oers, B. (2017). Children’s social literacies: meaning making and the emergence of graphical signs and texts in pretence. Journal of Early Childhood Literacy, 17(2), 147-
175. https://eric.ed.gov/?q=children%27s+written+communication&pg=2&id=EJ1144001

Literacy Development 116

 Social Studies in Early Childhood Education

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.1.a. Articulate and discuss the latest developments in the specific field of practice
6.2.b. Demonstrate mastery of subject matter/discipline
6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.d. Demonstrate innovative thinking

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

116
 Course Information
Course Name Social Studies in Early Childhood Course Code
Education
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

The course highlights the concepts in Social Studies as well as the developmentally appropriate strategies in teaching children about people’s interactions 1.1.1
in and with their social and physical environment now and in the past, both in local and global contexts. 3.2.1

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge on the concepts in Social Studies as well as the developmentally appropriate strategies in teaching children about 3.2.1
people’s interactions in and with their social and physical environment now and in the past, both in local and global contexts in the three ECE
levels;
B. demonstrate knowledge of teaching strategies that promote good citizenship in young children which are also responsive to the linguistic, 3.2.1
cultural, socio economic and religious background;
C. demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement in Social Studies in the three 5.4.1
ECE levels;
D. demonstrate engagement and enjoyment in facilitating Social Studies activities to nurture and inspire learner participation; and 2.4.1
E. design activities in Social Studies that promote critical and creative thinking and higher order thinking skills for the three ECE levels. 1.5.1

Social Studies in Early Childhood Education 117

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Weeks At the end of these weeks, the pre- A. Social Skills Development
1-2 service teacher (PST) can: 1. Social Competence
2. Children’s Friendships
3. Prosocial Behavior
a. discuss the social skills 1.1.1,  Conducting an interactive  Quiz about the social skills 1.1.1
development and A discussion on the social skills development and competencies
competencies; development and of young children
competencies of young
2.2.1, children  Compilation of identified 3.2.1
b. explain about children’s 2.4.1,  Thinking about your own way strategies to help young children
friendships; A, B of making friends make friends in the classroom
 Identifying strategies to
help children make friends
2.6.1, in the classroom  Quiz about prosocial behavior 1.1.1,
c. identify and help children B  Discussing about prosocial 2.6.1
develop prosocial behavior; and behavior and how to develop it in
young children
2.6.1,  Interview report and reflection 1.5.1,
d. demonstrate knowledge of B  Interviewing early childhood paper on positive and non- 2.6.1,
positive and non-violent teachers on what positive violent discipline in the 4.4.1
discipline in the management disciplines they are practicing in management of learner behavior
of learner behavior. the classroom

Weeks At the end of these weeks, the pre- B. Socialization

3-4 service teacher (PST) can:

a. discuss about 1.1.1,  Discussing about socialization  Quiz on socialization of young 1.1.1
socialization of young A of young children children
children;
2.3.1,  Observing an early childhood  Observation report 1.5.1,
b. identify strategies for A, B, classroom and capturing the 2.3.1
facilitating young children’s strategies used by the teacher/s
socialization in the classroom; in facilitating children’s
and 2.6.1, socialization
3.1.1,  Planning and conducting  Output: Activity plan and 4.5.1
c. plan and implement 4.5.1, socialization activities with materials 3.1.1
socialization activities. D, E appropriate materials  Demonstration and scoring rubric

Social Studies in Early Childhood Education 118

Weeks At the end of these weeks, the pre- C. Social Responsibility
5-6 service teacher (PST) can: 1. Celebrating Diversity
2. Becoming
a. demonstrate understanding of 1.1.1, Environmentally Aware  Discussion about social  Quiz on social responsibility 1.1.1
social responsibility to promote A, B responsibility and and diversity
celebration of diversity; diversity

b. advocate acceptance of diversity 3.1.1,  Output: advocacy poster and a 4.5.1,

in the classroom; 7.2.1,  Creating and advocacy scoring rubric 7.2.1
A, B poster about celebrating
diversity
c. discuss about 1.1.1,  Research report and reflection 1.2.1,
environmental issues; and 2.1.1, paper on environmental 7.4.1
A  Researching on current issues
environmental issues and a
d. demonstrate being a 7.2.1, making a reflection paper about 1.5.1,
socially responsible citizen A, B,D it  Documentation or report on 7.2.1
of the Philippines.  Promoting social responsibility the activity/ies done
through joining or implementing
activities (clean up drive, tree
planting, extending help to
other
people, etc.)
Week 7 D. Social Studies
1.1.1, 1. Standards and Goals  Discussion about standards  Quiz on standards and goals for 1.1.1
A for Social Studies and goals for social studies social studies

Social Studies in Early Childhood Education 119

Weeks At the end of these weeks, the pre- E. Culture
8-11 service teacher (PST) can: 1. Art
2. Language  Sharing about one’s own culture  Reflection paper about the 7.4.1
a. describe their own culture and 1.1.1, 3. History  Researching about other cultures discussed different cultures
the culture of others; A 4. Customs  Research report 1.2.1
5. Beliefs
6. Geography  Designing a matrix indicating  Output: matrix indicating the 1.5.1
b. discuss the similarities and 1.1.1, 7. Anthropology the similarities and differences similarities and differences of
differences of different cultures 1.5.1, of different cultures in the different cultures in the
in the Philippines; A Philippines Philippines

 Discussing about dealing with

c. discuss about dealing with 1.1.1, stereotypical ideas and  Quiz about culture 1.1.1
stereotypical ideas and 3.5.1, positive attitudes toward
positive attitudes toward 7.2.1, diversity
diversity; and A, B

d. demonstrate approved 2.6.1,  Using of role playing in  Scoring rubric for role playing 3.1.1
behaviors related to social and 3.2.1, demonstrating approved
ethnic customs (e.g., manners 7.2.1, behaviors related to social and
and other respectful A, B ethnic customs in the
behaviors). Philippine context

Week 12 At the end of the week, the pre- F. Time, Continuity, and Change
service teacher (PST) can: 1. History

a. discuss the history, 1.1.1,  Using a timeline chart, students  Output: timeline chart and quiz on 1.1.1
development and changes in A will identify the significant the history, development, and
one’s society. milestones in the history, changes in the Philippine society
development, and changes in
the Philippine society

Social Studies in Early Childhood Education 120

Week 12 At the end of the week, the pre- G. People, Places, and
service teacher (PST) can: Environments
1. Geography  Discussing about the relationship  Output: matrix on the analysis of 1.5.1
a. describe the relationship of 1.1.1, of people and the environment the environmental problems
people and the A, B  Examining environmental issues and resolutions
environment; and and analyzing the problems
and resolutions
b. analyze environmental issues. 1.5.1,  Making of advocacy poster  Output: advocacy poster with a 4.5.1,
A, B based on the resolutions on the scoring rubric 7.2.1
analysis of the problems

Weeks At the end of these weeks, the pre- H. Individuals, Groups, and
13-14 service teacher (PST) can: Institutions
1. Sociology
a. discuss how people live 1.1.1,  Discussing how people live  Reflection paper about the 7.4.1
together in families, A, B together in families, discussion
neighborhoods, and neighborhoods, and
communities; communities
6.4.1,  Performance based assessment 5.1.1
b. describe positive attitudes 7.2.1,  Role playing showing positive
about belonging to a A, B attitudes about belonging to
group beyond family; and a group beyond family
3.1.1,  Output: activities in making the 3.1.1,
c. plan activities in making 4.5.1,  Planning activities in making the children/ students practice social 4.5.1
the children/ students D, E children/ students practice social
practice

social skills or promote social skills or promote social skills or promote social
interactions. interactions interactions with a scoring rubric

Week 15 At the end of the week, the pre- I. Production, Distribution, and
service teacher (PST) can: Consumption
1. Economics
a. discuss rudimentary ideas 1.1.1,  Discussion on how goods and  Quiz on how goods and services 1.1.1
of how goods and services A services are produced, are produced, exchanged, and
are produced, exchanged, exchanged, and consumed consumed
and consumed.

Social Studies in Early Childhood Education 121

Week 16 At the end of the week, the pre- J. Civic Ideals and Practices
service teacher (PST) can: 1. Political Science

a. discuss democratic principles 1.1.1,  Discussing about democratic  Quiz on democratic principles and 1.1.1,
and practices; and 6.3.1, principles and practices in the practices in the Philippines and in 6.3.1
A Philippines and in other other countries
countries
b. exhibit skills related to social 1.1.1,  Output: activity plan 4.5.1
studies content, such as 1.5.1,  Planning and conducting activities and materials 3.1.1
collecting and analyzing data, A, B, with appropriate materials related  Demonstration and a
mapping, and making C, D to social studies content scoring rubric
decisions.
Weeks At the end of these weeks, the pre- K. Educational Issues
17-18 service teacher (PST) can: 1. Teaching Peace
through Conflict  Researching about the current  Output: compilation of
a. analyze the current issues on 1.2.1, Mediation issues on education and culture in researches about the current 1.2.1
education and culture in the 1.5.1, 2. Determining how the the Philippines issues on education and culture
Philippines; and A, B Social Domain Fits into in the Philippines
the Daily Routine  Writing reflection on the current  Reflection on the current issues
3. Other current educational issues on education and culture in on education and culture in 7.4.1
issues the Philippines the Philippines

 Analyzing case dilemmas  Case report 1.5.1

4.5.1,
 Creating an advocacy poster  Advocacy posters and a scoring 7.2.1
based on the resolutions gathered rubric
by analyzing the issues

b. generate and carry out peaceful 1.5.1, 5.1.1

resolutions on disagreements 7.2.1,  Role playing on how to carry out  Performance based assessment
in the classroom. D, E peaceful resolutions on
disagreements in the classroom

Suggested References

Social Studies in Early Childhood Education 122

Beaty, J. J. (2019). Preschool Appropriate Practices: Environment, Curriculum, and Development. Boston, MA: Cengage.

Bergin, C. A., & Bergin, D. A. (2019). Child and Adolescent Development in your Classroom: Chronological Approach. Boston, MA: Cengage.

Cushner, K., McClelland, A., & Safford, P. L. (2019). Human Diversity in Education: An Intercultural Approach. New York: McGraw-Hill Education.

Social Studies in Early Childhood Education 123

 Infant and Toddler Programs
Institution Name of Institution Date Last Revised
Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.3.a. Demonstrate high level of content and pedagogical knowledge

6.3.b. Demonstrate appreciation for diversity

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

123
 Course Information
Course Name Infant and Toddler Programs Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course emphasizes the content knowledge on the developmental needs capabilities and interests of infants and toddlers to implement relevant, 4.3.1
responsive and appropriate infant and toddler programs. It focuses on the quality routines, appropriate environments, materials and activities, 4.5.1
teaching/guidance techniques. It also highlights the understanding of milestones including the standards and benchmarks of each age group.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate content knowledge on developmental needs, capabilities, and interests of infants and toddlers; 1.1.1, 3.1.1
B. demonstrate knowledge of policies, guidelines and procedures that provide safe, secure learning environments for infants and toddlers; 2.1.1
C. identify learning outcomes that are aligned with learning competencies; 4.2.1
D. design appropriate materials and activities for infant and toddler programs; and 4.3.1
E. demonstrate positive disposition of care, respect and integrity for infants and toddlers. 7.2.1

Infant and Toddler Programs 124

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Introduction: Principles,
service teacher (PST) can: Practice and Curriculum
1. Three-R Relationships
a. identify what kinds of 1.1.1, 2. Ten Principles on the  Discussion  Quiz on principles, practice and 1.1.1
interactions that grow into the A Philosophy of Respect curriculum
relationships that are important 3. The Importance of
in infant-toddler education; Infancy and
Toddlerhood  Observes in an infant/toddler  Observation report-scoring rubric 1.5.1,
b. apply adult behaviors that 7.2.1, 4. Historical Background program. Focus on the adults that  Reflection paper-scoring rubric 5.1.1.
show respect to infants and E 5. The Need for Early Care work with the children and note 5.1.1,
toddlers; and Education the following: 7.4.1
1.1.1, 6. High Quality Infant - Adult behaviors that show respect
c. define curriculum as it applies to A and Toddlers Programs to the children
infant-toddler education; and - Interaction between the adult
1.1.1, and the children
d. define the roles of adults in A - The infant and toddlers’ behavior as
infant-toddler education. a response to the adult’s behavior.
Write a reflection paper on this.

Week 2 At the end of the week, the pre- B. Play and Exploration
service teacher (PST) can: as Curriculum
1. Adult Roles in Play 1.1.1
a. list the adult roles that are 1.1.1, 2. Environmental Factors c. Discussion e. Quiz on play and exploration as
important for facilitating A, B that Influence Play curriculum
play;
2.1.1, 1.5.1,
b. identify primary considerations A, B, d. Observe infants and toddlers at f. Observation report- scoring rubric 2.1.1,
when setting up an environment C, D, play. Note the things and activities 2.3.1,
for play; and E they seem to enjoy. What factors in 5.1.1
the environment affect the
c. analyze the environmental 2.3.1, children’s engagement and
factors that influence play in B enjoyment of play? Note how
infant-toddler education. adults facilitate the play with these
children

Infant and Toddler Programs 125

Weeks 3-4 At the end of these weeks, the pre- C. Attachment and Perception
service teacher (PST) can: 1. Brain Research
2. Attachment Issues g. Discussion j. Quiz on attachment and perception 1.1.1
a. discuss attachment and 1.1.1, 3. Sensory Integration k. Interview report- scoring rubric
the factors that influence 1.2.1, 4. Multisensory Experience h. Interview your parents about your 4.4.1,
its development; A, C own infancy and toddlerhood. Ask 5.1.1
about the early attachments formed
b. analyze how brain 1.2.1, with the persons who took care and
development is influenced by A nurtured you. Reflect on its possible
attachment; impact on you at present.

1.1.1, i. Research about the developing l. Research paper on sensory skills of

c. demonstrate behaviors E sensory skills of infants and infants and toddlers 1.2.1
that foster attachment in toddlers. Include strategies on
young children; stimulating the development
1.1.1, of these skills (hearing, tasting,
d. identify capabilities of infant- A smelling, touching)
toddlers have in the areas of
hearing, taste, smell, touch
and sight; and
1.1.1,
e. demonstrate capabilities to A
foster perceptual development.
Weeks 5-6 At the end of these weeks, the pre- D. Infants and
service teacher (PST) can: Toddlers
Development
Physical:  Discussion  Quiz on infants and toddlers 1.1.1
a. describe how brain 1.1.1, 1. Physical and Motor Skills development
development is influenced by A Development
attachment; 1.1.1, 2. Socio-Emotional  Watch at videos discussing  Reaction paper on the videos on 5.1.1,
b. define perceptual development A Development and infant/toddler development. infant/toddler development- 7.4.1
and describe how it is Interaction Choose those that center on each scoring rubric
influenced by brain 1.1.1, 3. Cognitive Development of domain of development. Note
development; A and Learning the highlights and write a reaction
c. describe sensory perceptual 1.1.1, 4. Language Development paper on what you learned from
abilities of newborns; A 5. Implications of these videos.
d. describe the influence of brain Development
development on the growth of to Curriculum  Observe infants and toddlers for an  Observation report-scoring rubric 1.5.1,
motor skills; hour for at least three instances. 5.1.1
Use an infant/toddler development

Infant and Toddler Programs 126

 Cognitive checklist, to record your
a. define cognition and describe 1.1.1, observations. Document with
cognitive development from A photos and video. Write an
birth to age three; observation report with some
b. describe stages of language 1.1.1, recommendations on ways to
development in young children; A support their development in the
c. discuss the influence of brain 1.1.1, different domains
growth on language A
development;

Socio-emotional:
a. describe emotional 1.1.1,
development in young children; A
b. define temperament and 1.1.1,
resiliency and discuss the A
significance of research related
to the two concepts;
c. describe social development in 1.1.1,
infants and toddlers; and A
d. identify influences on the 1.1.1,
development of gender identity. A

Weeks 7-8 At the end of these weeks, the pre- E. Developmentally

service teacher (PST) can: Appropriate Practices (DAP)
in Curriculum for Infants
Curriculum Approaches: 1.1.1, and Toddlers  Discussion  Quiz on developmentally 1.1.1
a. describe curriculum approaches C 1. Curriculum Approaches appropriate practices in curriculum
as it applies to infant/toddler 2. Principles and Guidelines for infants and toddlers
care and education; in Curriculum Planning
using DAP 4.5.1,
DAP: 1.1.1, 3. Adult Interaction with  Make a matrix of the  Matrix of DAP principles and 5.1.1
a. discuss developmentally- 1.2.1, Infants and Toddlers developmentally appropriate practices-scoring rubric
appropriate practice (DAP) and C 4. Relationship with Families principles that apply to
apply its principles to infant/toddler care and education
infant/toddler care and and the specific practices that
education; match these principles.

Infant and Toddler Programs 127

 Adult Interaction: 1.1.1,
a. describe positive relationships in E
infant-toddler care and
education;
b. describe the role of responsive 1.1.1,
caregiving in building positive A, E
child/caregiver relationships;
and 1.1.1,
c. describe the qualities and 7.2.1,
personal characteristics that A, E
an adult working with infants
and toddlers should possess.
Weeks 9-10 At the end of these weeks, the pre- F. Curriculum and Planning
service teacher (PST) can: for Infants and Toddlers:
Physical Environment  Discussion  Quiz on curriculum and
b. list the actions needed to make a 2.1.1, 1. Safe Environment planning for infants and 1.1.1
safe and healthy environment 2.2.1, 2. Healthy Environment toddlers: physical environment
for infants and toddlers; A, B 3. Learning Environment
4. Developmental  Visit an infant-toddler program,  Assessment of center safety-
c. describe an appropriate infant- 2.1.1, Appropriateness Using an appropriate checklist, scoring rubric 5.1.1
toddler learning environment; A, B 5. Assessing Quality assess if there are any potential
d. design a layout plan of an of Infant-Toddler hazards in the center. If so write
infant- toddler program; and Environment about changes you would make.

e. analyze how developmental 2.1.1,  Draw a floor plan of an infant-  Floor plan of infant-toddler room-
appropriateness of the A, B toddler room. Include specific scoring rubric 4.1.1,
environment relate to learning. 2.1.1, areas discuss in class 5.1.1
2.2.1,
A

Weeks At the end of these weeks, the pre- G. Curriculum and Planning
11-12 service teacher (PST) can: for Infants and Toddlers:
Social Environment
a. describe the social environment 2.2.1, 1. Identity Formation  Discussion  Quiz on curriculum and 1.1.1
in an infant-toddler program; A 2. Cultural and planning for infants and
b. discuss why identity formation 1.1.1, Gender Identity toddlers: social environment
is a special concern in infant- A 3. Modeling Self-Esteem
toddler programs;  Make a poster of showing a list of  Poster on what loving, happy 4.5.1,
c. explain Self-image; 1.1.1, what a loving, happy and and effective caregivers/teachers 5.1.1
A effective caregiver/teacher of do- scoring rubric
infants and

Infant and Toddler Programs 128

 d. identify the factors that 1.1.1, toddlers do. Consider practices
contribute to a positive self- A involving those that promote
image; positive self-image, gender
e. list the influences on 1.1.1, identity, and positive guidance
gender identity; A Start your poster with, “Loving,
f. list positive 2.6.1, Happy and effective
guidance A, E caregivers/teachers are those
approaches; and 2.6.1, that……”
g. analyze the effect the A, E
importance of using positive
approaches in discipline and
guidance.
Weeks At the end of these weeks, the pre- H. Curriculum and Planning
13-14 service teacher (PST) can: for Infants and Toddlers:
Materials and Activities  Discussion  Quiz on curriculum and planning 1.1.1
a. describe how caregivers can 1.1.1, 1. Methods and Materials for infants and toddlers: materials
foster perceptual development in A for Working with Mobile and activities
young children; Infants
b. identify ways caregivers and 1.1.1, 2. Schedules, Routines  Make a list of ten pieces of  Paper on equipment for 1.5.1,
teachers can support A, C and Transitions equipment that might be included infants and toddlers-scoring 5.1.1
infant/toddler cognition 3. Practices that in an infant-toddler room. Defend rubric
and cognitive development; support self- each of your choices based on
c. identify factors to consider in 2.1.1, regulation developmental appropriateness
planning effective play areas A, D 4. Activities that support
and routines for infants and development in all  Observe a group of 1.5.1,
toddlers; domains infants/toddlers for at least an  Observation report-scoring rubric 5.1.1
4.5.1, 5. Observing and Record hour. List and describe all sensory
d. describe elements of safe A, B, Keeping activities they engaged during
materials for infants and toddlers; D this time.
and
1.4.1,
e. plan activities that foster A, B,
language development and C, D,
early literacy and numeracy E
development in infants and
toddlers.

Infant and Toddler Programs 129

Weeks At the end of these weeks, the pre- I. Inclusive Curriculum for
15-16 service teacher (PST) can: Infants and Toddlers
1. Curriculum Approaches in
a. explain how a multicultural 1.1.1, Early Care and Education  Discussion  Quiz on inclusive curriculum for 1.1.1
perspective in early childhood 3.1.1, 2. Professional Preparation infants and toddlers
care and education; and A 3. Multicultural Education
4. Including Infants  Make a matrix of their beliefs,  Matrix on multicultural beliefs, 3.1.1,
b. outline key components in the 1.1.1, and Toddlers with practices and programs. Look into practices and programs on 5.1.1
development of an 4.5.1, Development Delays the similarities and differences. infant/toddlers- scoring rubric
Individualized Family Service A, B, 5. Developing a Write a paper analyzing the data
Plan. C, D, Philosophy for Working on your matrix.
E with Infants and
Toddlers  Write a paper on early care and  Paper on multicultural beliefs, 3.1.1,
education in different practices and programs on 5.1.1
countries. Choose from: infant/toddlers- scoring rubric
- Southeast Asia
- USA
- Europe
- South America
- Africa

 Interview special education  Interview report- scoring rubric 4.4.1,

practitioners/case managers 5.1.1
about practices involving infants
and toddlers with special needs.
Ask them about the Individual
Family
Service plan and how it is
implemented
Weeks At the end of these weeks, the pre- J. Adult Relations in Infant-
17-18 service teacher (PST) can: Toddler Care
1. Stages of Parent-
a. list the stages of caregiver 1.1.1, Caregiver Relations  Discussion  Quiz on adult relations in infant- 1.1.1
development in relating 6.2.1, 2. Parent Education toddler care
to parents; A, E 3. Caregiver Relations
4. Respect as the Key to  Write a paper that suggests  Paper on procedures for 4.5.1,
b. recognize the factors that can 6.1.1, Adult Relationships procedures for facilitating facilitating parent and child 5.1.1
block communication with A, B parent and child adjustment to adjustment to separation- scoring
parents; separation. rubric

Infant and Toddler Programs 130

 c. practice parent education 6.2.1,  Some parents believe that babies  Infographic- scoring rubric 4.5.1,
involvement; and 6.4.1, should only develop attachment 5.1.1
A, E only to their mothers. Gather
research about attachment and
d. contrast caregiver relations for 1.1.1, design an infographic that can
center staff than for family child A, E be shared to parents.
care providers.  Observation report- scoring rubric 1.5.1,
 Observe an infant or toddler 5.1.1
interact with the caregiver/teacher.
Note the synchrony that is present
or absent in the interaction.

 Volunteer to assist in an  Journal on experiences as a 4.5.1,

infant/toddler program for at least volunteer in an infant-toddler 7.4.1,
five sessions. Document your program- scoring rubric 5.1.1
participation. Write a journal entry
every session containing your
learnings and insights about
working with infants and toddlers.

Suggested References
Printed:
Bredekamp, S. & Copple, C. (Eds.) (2009). Developmentally Appropriate Practice in Early Childhood Programs. (3rd ed.). Washington, DC: National Association for the Education of Young
Children.

Gonzales-Mena, J., (2008). Diversity in Early Care and Education: Honoring Differences, (5th ed.). McGraw-Hill.

Gonzales-Mena, J., Eyer, D.W., (2018). Infants, Toddlers, and Caregivers (11th ed.)., New York, NY: McGraw-Hill. ISBN: 978-1-259-92206-0

Greenman, J., Stonehouse, A., Schweikert, G., (2008). Prime Times: A Handbook for Excellence in Infant and Toddler Programs (2nd ed.). Redleaf Press.

NAEYC., (2016). The What, Why and How of High-Quality Programs for Infants: The Guide for Families., Washington DC: NAEYC, ISBN: 978-1-938113-23-9

NAEYC., (2016). The What, Why and How of High-Quality Programs for Toddlers: The Guide for Families., Washington DC: NAEYC, ISBN: 978-1-938113-24-6

Wittmer, D. S., & Petersen, S. H. (2010). Infant and Toddler Development and Responsive Program Planning. (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Electronic:
Center for Developing Child in Harvard Graduate School of Education at https://developingchild.harvard.edu/

Infant and Toddler Programs 131

 Technology for Teaching and Learning 2

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.1.a. Articulate and discuss the latest developments in the specific field of practice
6.2.e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices
6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.d. Demonstrate innovative thinking

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

132
 Course Information
Course Name Technology for Teaching and Course Code
Learning 2
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

The course focuses on technological, pedagogical and content knowledge for appropriate utilization of instructional technology and the application and 1.3.1
integration of technology-based resources in the early childhood curriculum. Emphasis on developing skills in the selection, development and use of a 4.5.1
variety of ICT to address learning goals across all learning areas, and support other teacher tasks such as assessment, parent communication and
professional development.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge and understanding on the technological, pedagogical and content knowledge in the selection, development and use of 4.5.1
variety of teaching and learning resources including ICT to address learning goals in ECE;
B. evaluate technology-based resources appropriate for young learners; 4.5.1
C. demonstrate knowledge and understanding on the use of variety of ICT appropriate for young learners with ease and creativity; 4.5.1
D. utilize a variety of ICT that are aligned with learning competencies of young learners; and 4.2.1
E. demonstrate knowledge in the implementation of learning programs activities that integrate instructional technology for young learners. 1.3.1,4.5.1

Technology for Teaching and Learning 2 133

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Principles on Technology use
service teacher (PST) can: for Young Children
1. NAEYC Position
a. explain the principles in 1.2.1, Statement: Technology  Discussion  Quiz on principles on 1.1.1
technology and interactive A and Interactive Media as technology use for
media in early childhood Tools in Early Childhood young children
education; and Programs Serving Children  Summarize the position  Reaction paper scoring rubric 1.3.1
b. discuss issues on technology from Birth through Age 8 papers and write a reaction
and interactive media in early (see resources) paper.
childhood education. 2. American Academy
of Pediatrics‘Media
and Young Minds

Weeks 2-3 At the end of these weeks, the pre- B. Research on Technology and
service teacher (PST) can: Young Children

a. use technology resources to 1.3.1  Discussion  Quiz on research on 1.1.1

collect and analyze data, technology and
interpret results and young children
communicate findings to  Read at least 10 researches on  Research abstracts- scoring 1.1.1
improve instructional practice technology, media and young rubric
and maximize student , children. Report about how  Report on how research 1.2.1
learning; and 4.5.1, findings of these researches can findings can improve
b. apply current research on A, B improve teaching and learning in teaching and learning in
teaching and learning with early childhood. early childhood- scoring
technology when planning rubric
learning environments
and experiences.

Weeks 4-5 At the end of these weeks, the pre- C. Educational Software /
service teacher (PST) can: Applications types
1. Drill and practice
a. identify and locate technology 4.5.1, software a. Discussion  Quiz on educational 1.1.1
resources and evaluate them for 1.3.1 2. Instructional b. Identify examples for each of software/ application types 1.1.1
accuracy and suitability; and B, A game software the different types / applications
3. Integrated learning
systems  Evaluation scoring rubric 1.3.1

Technology for Teaching and Learning 2 134

 b. Facilitate technology enhanced 1.3.1, 4. Problem solving software c. Explore samples of these types
experiences that address early 1.1.1 5. Reference software of software and evaluate
childhood competencies. A, D 6. Simulation software  Demonstration scoring rubric 2.3.1
7. Tool software d. Demonstrate how software /
applications are used with
Young Children

Week 6 At the end of the week, the pre- D. Selecting Educational

service teacher (PST) can: Software / Applications

a. evaluate education software / 4.5.1  Discussion  Quiz on selecting 1.1.1

applications for developmental B  Explore and use at least educational software/
appropriateness. five applications for the applications
following:.(see resources)  Descriptions of applications
- Numeracy in numeracy, literacy, science,
- Literacy social studies, and art and
- Science music with a scoring rubric
- Social studies
- Art and Music
 Indicate the age-range for
whom these apps are
appropriate. Describe how the
applications can be used with
children
 Use a software evaluation 1.3.1
form to assess the strengths  Evaluation of applications
and weaknesses of available and activity scoring rubric
Software

Week 7 At the end of the week, the pre- E. Integrating Technology

service teacher (PST) can: resources in the Curriculum

a. use technology to support 4.5.1,  Discussion  Quiz on integrating 1.1.1

learner-centered strategies that 1.3.1  Explore learning technology resources in
address the diverse needs of B, C management system (like the curriculum
learners; and Moodle, blackboard/Canvass)
 Create a blog about  Rubric 1.3.1
technology use in
preschool education

Technology for Teaching and Learning 2 135

 b. apply technology to develop 1.3.1,  Create an email / Facebook  Blog scoring rubric 1.3.1
students’ thinking skills and 1.1.1 group and exchange sites
creativity. D that can be useful for
preschool teachers

Week 8 At the end of the week, the pre- F. Using technology for
service teacher (PST) can: Assessment

a. apply technology in assessing  Discussion  Quiz on using technology 1.1.1

student learning of subject 5.1.1,  Explore the internet for for assessment
matter using a variety of 5.5.1 Assessment software in the Early  Paper on Assessment 1.3.1
assessment techniques. A, E Childhood Education field such technology for young
as Teaching Strategies GOLD and children- scoring rubric
Teachnology..(see resources)
Describe how they can be useful
to teachers.
Weeks 9-10 At the end of these weeks, the pre- G. Assistive Technology for
service teacher (PST) can: Young children with special
needs
a. use technology to support 3.1.1,  Discussion  Quiz on assistive 1.1.1
learner-centered strategies that 3.2.1, technology for young
address the special needs of 1.3.1 children with special needs
learners; A, C,
D  Explore examples of Assistive  Paper on assistive technology 1.3.1
Technology listed in the TIKES list for young children- scoring
b. discuss the definition of 1.3.1 of Assistive Technology for rubric
assistive technology; A Young Children.(see resources)
List at least 10 examples and
c. analyze the role of assistive 1.3.1 describe how they benefit young
technology for infants, A children with special needs.
toddlers, and preschoolers;

d. list the benefits of 1.1.1

assistive technology; and A

e. recognize the benefits of the 1.3.1

use of AT with young children. A

Weeks At the end of these weeks, the pre- H. Designing technology

11-13 service teacher (PST) can: enhanced lesson plan
 Discussion  Quiz on designing 1.1.1

Technology for Teaching and Learning 2 136

 a. manage student learning 1.3.1,  Prepare of Technology technology-enhanced lesson
activities in a technology- enhanced lesson plans plan
enhanced environment;  Prepare of technology-based  Lesson plan scoring rubric 4.5.1
and 4.5.1 instructional materials  Technology-based 4.5.1
b. design developmentally A, B  Lesson demonstration learning material scoring
appropriate learning rubric 2.3.1
opportunities that apply to all  Demonstration scoring rubric
learners.
Week 14 At the end of the week, the pre- I. Administering and
service teacher (PST) can: organizing with
Technology
a. describe how technology 4.5.1 a. Discussion  Quiz on administering and 1.1.1
resources can help in the D organizing with
administration and organization technology
of early childhood programs. b. Explore school management 1.3.1
programs such as Procare  Paper on technology-based
Software and Day Care Works (see resources on administration
resources). Describe how these and organization –scoring
technology-based resource can rubric
help in the administration and
organization of early childhood
programs

Weeks At the end of these weeks, the pre- J. Using Technology for
15-16 service teacher (PST) can: Professional Development
1. Online courses
a. use technology resources to 4.4.1, 2. Massive Open Online  Discussion  Quiz on using technology 1.1.1
engage in on-going 4.5.1, Courses (MOOCS) for professional
professional development and A, E development
lifelong learning. 7.4.1  Explore the internet for 1.3.1
Professional Development such as  Reflection paper- rubric
in the Early Childhood Education
fieldbe
can CCEI Exchange
used Everyday
to improve your
practice.

 Enroll in a free Massive Open 1.3.1,

On- Line Courses (MOOCs) 4,5,1
7.4.1

Technology for Teaching and Learning 2 137

Weeks At the end of these weeks, the pre- K. Ethics, Equity, Social Issues
17-18 service teacher (PST) can: a. Ethical use of
technology with children
a. use technology to 1.3.1, b. Safety of young children  Discussion  Quiz on ethics, equity, 1.1.1
communicate and collaborate 7.3.1 and social issues
with peers, parents and the A
larger community;  Lecture/Discussion Create a  Presentation scoring rubric 1.3.1
b. model and teach legal movie or PowerPoint
and ethical practice presentation on healthy
related to technology use; and safe use of technology
c. promote safe and healthy use of for young children
technology resources for
children; and  Research and write a report  Report scoring rubric 1.2.1
d. facilitate equitable access to on the Ethics of
technology resources for all Technology for Learning
learners.

Technology for Teaching and Learning 2 138

 Suggested References

AppCrwlr App discovery platform based on an advanced semantic search engine to help you find the best apps for iOS and Android. https://appcrawlr.com/android-apps/best-apps-for-kids

Children’s Technology Review Site that rates Early Childhood software. http://childrenstech.com/about

Connect for Learning. Retrieved from https://www.connect4learning.com/curriculum

Download trail apps. Read app reviews. https://www.educationalappstore.com/app-lists/best-preschool-apps

EmergingEdTech Web Blog exploring the use of technology in instruction. Retrieved from https://www.emergingedtech.com/

ESGI Assessment. Retrieved from https://www.esgisoftware.com/

Fred Rogers Center List of resources of Digital Media and Child Development. Retrieved from http://www.fredrogerscenter.org/initiatives/digital-media- learning/resources/

NAEYC Position Statement on Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Retrieved from
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/topics/PS_technology_WEB.pdf

NAEYC resource page on Technology for Young Children. Retrieved from https://www.naeyc.org/topics/119/list

Teach-nology. Retrieved from http://www.teach-nology.com/themes/

Teaching Strategies GOLD. Retrieved from https://teachingstrategies.com/solutions/assess/gold/

Technology for Teaching and Learning 2 139

 Science in Early Childhood Education

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.1.a. Articulate and discuss the latest developments in the specific field of practice
6.2.b. Demonstrate mastery of subject matter/discipline
6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.d. Demonstrate innovative thinking
6.3.e. Possess critical and problem solving skills

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

140
 Course Information
Course Name Science in Early Childhood Education Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

The course focuses on the technological, pedagogical, and content knowledge and skills on Science concepts and experiences that are relevant to the 1.1.1
three ECE levels. It provides opportunities to observe Science experiences that show selection of appropriate materials, learning specific scientific
techniques for working with young children, and knowing how to integrate Science concepts across all learning areas.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate the technological, pedagogical and content knowledge and skills on Science concepts and experiences which developmentally 1.4.1, 3.1.1
sequenced and relevant in the three ECE levels;
B. demonstrate knowledge of teaching strategies that promote the development of Science skills among young children; 5.4.1
C. demonstrate familiarity with a range of strategies for communicating learner needs, progress and achievement in Science skills in the three 1.5.1
ECE levels;
D. demonstrate engagement and enjoyment in facilitating Science activities to nurture and inspire learner participation; and 3.1.1
E. demonstrate an inquiry based and problem solving attitude for the three ECE levels. 1.5.1

Science in Early Childhood Education 141

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment CLOs Activities
Week 1 At the end of the week, the pre- A. Introduction to Science
service teacher (PST) can: 4.2.1, 1. Curiosity of Children
A 2. A Place for Science in the  Conducting an interactive  Sharing of experiences and
a. describe the importance of School Discussion on the insights on the following 1.5.1
Science in the curriculum; 3. Organizing Science for following: - Curiosity of Children
b. narrate the historical 4.1.1, Understanding - Curiosity of Children - A Place for Science in the
development of Science A 4. The Nature of Science - A Place for Science in the School
Teaching; and 5. Historical Development School - Organizing Science for
c. explain Science as a process of Science Teaching - Organizing Science for Understanding
approach. 1.1.1, Understanding - The Nature of Science
A - The Nature of Science - Historical Development of
6. Science – A Process - Historical Development of Science Teaching
Approach Science Teaching
 Accomplished concept map on
7. The Science Curriculum  Designing a concept map on Science Processes 1.5.1
the various Science processes
 Writing a reflection paper on the
 Presenting the Science Curriculum need of Science Curriculum in 1.5.1
of the Early Childhood Education Early Childhood Education

Week 2 At the end of the week, the pre- B. How Children Learn Science
service teacher (PST) can: 1. Types of Involvement
2. Levels of Intellectual
a. describe how children learn 2.4.1, Activity  Conducting a panel discussion  Scoring rubric on Panel Discussion 5.3.1
Science. A 3. Attending to Attitudes on how children learn Science
4. A Discovery Learning
Model  Showing a video clip on  Guide Questions on the video clip 5.3.1
5. A Verbal Learning Model how Children learn Science

Weeks 3-4 At the end of these weeks, the pre- C. Teaching Science by Inquiry
service teacher (PST) can: 1. Initiating Inquiry in
the Classrooms: Some
a. demonstrate teaching Science 1.1.1, Problems  Showing a video on  Guide Questions on the video clip 5.3.1
through Inquiry. 1.5.1, 2. Why Teach by Inquiry Teaching Science by inquiry
A, E 3. The Rational Approach  Conducting a demonstration  Scoring rubric on 2.3.1
4. The Discovery Approach lesson through inquiry Demonstrating Science through
5. The Experimental inquiry
Approach

Science in Early Childhood Education 142

 6.Developing Oral
Questioning
Skills
Weeks 5-6 At the end of these weeks, the pre- D. Teaching for the Process and
service teacher (PST) can: Content of Science
1. Concept Mapping – The
a. design concept maps in 1.5.1, Organization of Science  Designing Concept maps  Scoring rubric on concept map 5.3.1
the organization of Science A, B Concepts
concepts; 2. Defining the Primary
b. describe the primary process 1.1.1, Process Skills  Conducting Interactive  Sharing of insights on 1.5.1
skills; A, B 3. Using Science discussion on the different process skills
Experiences to Foster different process skills
c. use Science Experiences to 3.1.1, Process Skills
foster process skills; and A, B, 4. Teaching Science to  Conducting General Problem  Scoring rubric on General Problem 5.3.1
C Children Solving in the Classroom Solving in the Classroom
d. employ General Problem 1.5.1, 5. Teaching the
Solving in the E Information (Content)
Classroom. of Science
6. General Problem Solving
in the Classroom

Week 7 At the end of the week, the pre- E. Using New Technologies
service teacher (PST) can: creatively in Science

a. use a variety of teaching and 4.5.1,  Using New Technologies to:  Scoring rubric on the use of 5.3.1
learning resources including A, B Observe Creatively, Measure technology in ECE
ICT to teach Science creatively. and monitor creatively Classrooms.
 Using Digital Animation to
explain Creatively  Writing of reflections on the
 Using Computer use of technology
Simulations Creatively
 Using Control
Technology Creatively
 Using handheld Technology to
assess creativity in scientific inquiry

Science in Early Childhood Education 143

Weeks 8-9 At the end of these weeks, the pre- F. Approaches to Science
service teacher (PST) can: Teaching

a. perform Science activities to 3.1.1,  Demonstrating the  Scoring rubric on the use on 5.3.1
apply Science principles of A, B following activities: the following activities
teaching and learning. - Exploratory play - Exploratory play
- Fascinating Fasteners - Fascinating Fasteners
- Using Hand tools and - Using Hand tools and
machines to do the machines to do the
work work
- Working with wood - Working with wood
- Discovery through Play - Discovery through Play
- Kinesthetic Tactile Learning - Kinesthetic Tactile Learning
- Problem Solving on - Problem Solving on
the playground the playground
- Take a hike - Take a hike
Weeks 10- At the end of these weeks, the pre- G. Integrating Science with
11 service teacher (PST) can: Other Subjects
1. Science and Reading
a. integrate Science with other 3.1.1, 2. Science Experience  Showing video clips on  Guide Questions on the video clip 5.3.1
subjects. 1.5.1, Stories Science integration of
A 3. Science and lessons with other subjects
Language Arts
4. Science and
Math Programs  Conducting Demonstration  Scoring rubric Demonstration 5.3.1
5. Science and Social lessons that require  on lessons that require integration
Studies integration of Science with of Science with other subjects
6. Science and Arts other subjects

Weeks 12- At the end of these weeks, the pre- H. Individualizing Science
13 service teacher (PST) can: 1. Individualizing
Instruction in Science
a. design and arrange learning 2.3.1, 2. Learning Centers in  Designing and Creating  Scoring Rubric for the Science 5.3.1
centers for effective Science 2.4.1, the Systems Approach Learning Centers for Learning Centers
classroom instruction. A, B, Classroom Effective Classroom
D 3. Learning Centers in Instruction
the Open Classroom
4. Learning Centers
for Enrichment
5. Arranging Classroom
for Learning Centers

Science in Early Childhood Education 144

 6. Using Computers
to teach Science
7. Teaching Science to
Exceptional Children

Week 14 I. Physical Science  Performing the Activities on  Preparing for the Task Sheets
1. Physical properties of the following: for the
materials  Force for moving objects following activities:
2. Movement of objects  Producing Sound - Force for moving objects 3.1.1
 Force and Motion Using - Producing Sound
Electricity at Home - Force and Motion Using
Electricity at Home

Week 15 At the end of the week, the pre- J. Life Science

service teacher (PST) can: 1. Living things  Performing the Activities on  Preparing for the Task Sheets 3.1.1
the following: for the
a. describe the characteristics of 1.2.1, - Characteristics of Living ollowing activities:
living things; and A Things - Characteristics of Living
- Care for the Environment Things
b. discuss ways on how to - Keeping the Body Strong - Care for the Environment
take care of the and healthy - Keeping the Body Strong
environment. 1.1.1, and healthy
A
 Developing a class garden or  Reflection paper with a 5.1.1,
school garden. Reflect on the scoring rubric 7.4.1
experience

Week 16 At the end of the week, the pre- K. Earth and Space Science
service teacher (PST) can: 1. Patterns of change
over time
a. list down the activities that are 1.2.1, 2. Changes in  Doing activities on  Preparing for the Task Sheets 2.3.1,
found in the sky during day A the the following: for the following activities: 3.1.1,
time and night time environment - Living in Healthy and Clean 4.5.1
- Living in Healthy and Clean Surroundings Living in
b. list down activities that affect 2.3.1, Surroundings Living in Healthy and Clean
one’s daily activities B, C Healthy and Clean Surroundings
Surroundings
c. communicate how natural 3.1.1,
objects in the sky affect B, C - Observing the Surroundings - Observing the Surroundings
the daily activities . 3.1.1, - Describing the Home - Describing the Home
surroundings surroundings

Science in Early Childhood Education 145

 A, B, - Observing the types - Observing the types
E of Weather of Weather
- Activities for the types
of Weather - Activities for the types
of Weather

Weeks 17- L. DepEd Kindergarten

18 Curriculum Competencies
At the end of these weeks, the pre-
service teacher (PST) can:  Discussing the DepEd  Quiz on the the DepEd 1.1.1
Kindergarten Curriculum Kindergarten Curriculum
a. explain and integrate the 1.1.1, Competencies in physical Competencies in physical
kindergarten competencies 1.2.1, and natural environment and natural environment
on physical and natural A, B,
environment C  Performance Based 5.1.1
- identifies body parts  Conducting classroom assessment
and their functions activities with appropriate
- record observations and materials (maybe technology-  Output: Activity plan 4.5.1
data with pictures, based) and materials
numbers and/or
symbols  Writing a lesson plan  Output: Lesson plan
- identifies parts of based on the Deped and materials 4.5.1
plants and animals and Kindergarten Curriculum  Demonstration with a scoring 3.1.1
their specific functions competencies rubric
- classifies animals
according to shared
characteristics
- describes the basic needs
and ways to care for
plants, animals and the
environment
- identifies different kinds
of weather
Suggested References
Beaty, J. J. (2014). Preschool Appropriate Practices: Environment, Curriculum, and Development (4th ed.). Belmont, CA: Wadswoth Cengage.

Charlesworth, R. (2013). Math and Science for Young Children (7th ed.). Australia: Wadswrth/ Cengage Learning.

Martin, D. J. (2001). Constructing Early Childhood Science. Australia: Delmar.

Science in Early Childhood Education 146

 Early Childhood Education Curriculum Models

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.2.b. Demonstrate mastery of subject matter/discipline

6.2.d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners
6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.d. Demonstrate innovative thinking

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

147
 Course Information
Course Name Early Childhood Education Curriculum Course Code
Models
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

The course focuses on the principles in planning and developing developmentally-appropriate and child-centered curriculum. It highlights ECE program 1.1.1,
approaches and models as basis for the development of appropriate curriculum. It provides opportunities to demonstrate understanding of subject-based, 4.1.1,
project, integrated and thematic approaches. it highlights different ECE curriculum models and program approaches. 4.3.1,
4.5.1

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate the knowledge and principles in planning and developing developmentally appropriate and child-centered curriculum; 4.1.1
B. analyze different curriculum models, programs approaches in the three ECE levels; 4.3.1
C. demonstrate creativity in designing subject-based, project, integrated and thematic activities; and 4.5.1
D. design integrated and thematic learning plans in the three ECE levels. 4.5.1

Early Childhood Education Curriculum Models 148

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Developmentally
service teacher (PST) can: Appropriate Practice

a. explain basic principles in 1.1.1,  Discuss the DAP 12 Principles  Quiz on 1.1.1
planning 1.2.1, developmentally
developmentally A  Watch a video on DAP and write a appropriate principles 7.4.1
appropriate curriculum. reaction paper  Reaction paper on DAP-scoring
 Talk to an early childhood rubric 4.4.1,
practitioner about how he or she  Reflection paper based on 7.4.1
tries to make the children’s interview of a practitioner-scoring
program age appropriate, rubric
individually appropriate, and
socio-culturally appropriate. Write
 the highlights of your
conversation and reflect on it.
 Observe a preschool and a 4.5.1,
classroom for children older than  Observation report on age 5.1.1
5 years of age. Describe ways the appropriateness- scoring rubric
adults use
 the principle of age
appropriateness in terms of
materials, activities, and routines
in each classroom.

Weeks 2-3 At the end of the week, the pre- B. Early Childhood Curriculum
service teacher (PST) can: Models
1. High scope
a. compare and contrast current 1.1.1, 2. Montessori m. Discussion q. Quiz on Early 1.1.1
curriculum models. 4.3.1, 3. Reggio Emilia Childhood Curriculum
B 4. Academic-oriented n. Prepare a matrix of the Models 4.3.1,
curriculum different Curriculum models r. Matrix on the curriculum 5.1.1
5. Direct instruction model which includes the models DAP- scoring rubric
6. Head start model following:
7. Reggio Emilia approach 1. Principles, 2. Beliefs about 4.5.1,
8. Bank street approach children and how they learn, s. Compilation of examples of 5.1.1
9. Creative Curriculum 3. Teacher’s Roles,4. utilization of DAP- scoring
10. Waldorf Curriculum focus, 5. Learning rubric
environment, 6. Unique
features

Early Childhood Education Curriculum Models 149

 o. Read on different curriculum t. Paper on application of 7.4.1,
models. Compile examples of selected principles and 5.1.1
how these approaches utilize practices- scoring rubric
strategies associated with
DAP.
p. Select the principles and
practices from the different
models that stood out for you.
Think both about children in
general and specifically about
the ages of the children in a
program where you would like to
work in. Write a paper describing
how you would apply this
principles and practices in the
following program dimensions:
the children’s program, staff,
materials, physical space, budget,
and family involvement.
Weeks 4-5 At the end of these weeks, the pre- C. Early Childhood Curriculum
service teacher (PST) can: Frameworks
1. Structures: thematic,  Discussion  Quiz on Early 1.1.1
a. describe different curriculum 1.1.1, integrated, learning Childhood Curriculum
frameworks (thematic, integrated, 4.3.1, centers, domain-based, Frameworks
learning centers, domain-based, A academic subjects
etc.); 2. Philippine Curricula:
b. analyze the components 1.1.1, ECCDC National Early
and organization of the 4.3.1, Learning Framework and
different curriculum B National Early Learning
frameworks; Curriculum
3. DepEd Kindergarten  Collect samples of Curriculum 4.3.1,
c. analyze the Philippine curricula in Curriculum framework in early childhood  Analysis of components 4.5.1,
terms of approach and structure 4.3.1, 4. DepEd K to 3 education from different and structure of curriculum 5.1.1
or framework; B countries. Study and analyze the frameworks- scoring rubric
d. analyze the components, themes components and structure or
and topics: organization of these frameworks.
- ECCDC National Early How are they similar? How are
Learning Framework and they different.
National Early Learning  Examine the existing curricula in
Curriculum the Philippines (ECCD, DepEd)

Early Childhood Education Curriculum Models 150

 - DepEd Kindergarten Write an analysis of each in terms  Analysis of existing early 4.3.1,
Curriculum of structure and framework childhood curricula in the 4.5.1,
- DepEd K to 3. Philippines- scoring rubric 5.1.1

Weeks 6-7 At the end of these weeks, the pre- D. Planning and Implementing
service teacher (PST) can: Small Group Activities
1. Strategies: sensory  Write simple activity plans  Quiz on planning and 1.1.1
a. utilize the different strategies in 1.4.1, engagement, where you can demonstrate the implementing small group
implementing small group 3.1.1, environmental cues, strategies for small group activities
activities; and C task analysis, behavior activities. Demonstrate these in  Written activity plan- scoring 4.5.1,
reflection, paraphrase class. rubric 5.1.1
b. explain the parts of an 1.1.1, reflection, effective  Demonstration of the 5.1.1
activity plan. A praise, guided practice, activity- scoring rubric
question, and silence
2. Parts of an activity
plan: Activity title,
learning outcomes
content, materials,
procedures, extensions,
and simplifications

Weeks 8-9 At the end of these weeks, the pre- E. Planning and Implementing
service teacher (PST) can: Effective Group- Time
Activities
a. utilize different strategies in 1.4.1,  Discussion  Quiz on planning and 1.1.1
implementing large group C, D implementing effective group-
activities (blocks of time, time activities
routines, music time, story-  Choose a topic/story. Discuss  Written activity plan- scoring 4.5.1,
telling, reading aloud, authors’ three ways in which you could rubric 5.1.1
chair, brainstorming, reporting, create a group time around
etc.) that promotes discovery the story
and exploration.  Write simple activity plans where  Demonstration of the 5.1.1
you can demonstrate the activity- scoring rubric
strategies for large group
activities. Demonstrate these in
class.

Early Childhood Education Curriculum Models 151

Week 10 At the end of the week, the pre- F. The Aesthetic Domain
service teacher (PST) can: (Creative Arts and
Music)  Discussion  Quiz on the aesthetic domain 1.1.1
a. explain basic principles in 1.1.1, 1. Principles
planning developmentally 1.2.1, 2. Issues  After considering the Value of  Paper on the value of creative art- 7.4.1,
appropriate curriculum in the A 3. Goals creative art, think about how you scoring rubric 5.1.1
aesthetic domain; and 4. Content feel about using coloring books
5. Strategies and coloring pages with young
b. write an activity plan focusing on 4.5.1, children. Discuss your thinking
the aesthetic domain indicating C, D with a partner, giving a rational
the activity name, learning argument for your stance.
outcome, content, materials,  Obtain an example of a child’s  Paper on the value of responding 5.1.1,
procedure, and assessment. artwork. Consider several ways in on child’s art work- scoring rubric 7.4.1
which you, as his or her teacher,
could respond appropriately to
the child’s work. Tell how each
response may affect the child.  List of ways on how a teacher can 3.1.1
 Talk about the ways in which use music in the classroom
teacher can use music in the
classroom. List as many ways as
you can think of.
 Plan a music activity using musical  Written activity plan on music- 4.5.1,
instruments to teach of two of the scoring rubric 5.1.1
following musical concepts: beat,
rhythm, tempo and pitch. Carry
out the activity with a group of
children.
Consider how the children
responded.
Evaluate your results.  Demonstration of the 5.1.1
 Select a familiar story for children activity- scoring rubric
to enact. Make, or encourage
children to make, a collection of
props that will stimulate them to
act out the story.
 Plan how you will introduce the
story and props to the children
and how you will motivate them to
participate in the activity. Help
children think of the gestures,

Early Childhood Education Curriculum Models 152

 movement, and dialogue that
would help tell the story.
Demonstrate this.

Week 11 At the end of the week, the pre- G. The Affective Domain
service teacher (PST) can: 1. Principles
2. Issues  Discussion  Quiz on the affective domain 1.1.1
a. explain basic principles in 1.1.1 3. Goals  Observation report-scoring rubric 4.5.1,
 Arrange to visit an early
planning developmentally 1.2.1 4. Content 5.1.1
childhood classroom and observe
appropriate curriculum in the A 5. Strategies the following:
affective domain; 1. The overall affective climate
in the classroom. What  Written activity plan- scoring rubric 4.5.1
b. write an activity plan focusing on 4.5.1 contributes most noticeably 5.1.1
the affective domain indicating C, D to it? What detracts from it?
the activity name, learning  Evidence that the teacher
outcome, content, materials, supports children on an  Position paper- scoring rubric 4.5.1
procedure, and assessment; and individual basis as well as a 5.1.1
cohort group. Cite specific
c. explain the importance of 1.1.1 examples of how he or she does
importance of affective A it.
development in the early  Pick a topic common the three
childhood classroom. Philippine curricula, write an
activity plan on this topic
focusing on affective
development
 Write a brief position paper
outlining your beliefs about the
importance of planning for
affective development in the
early childhood classroom.
Week 12 At the end of the week, the pre- H. The Cognitive Domain
service teacher (PST) can: 1. Principles
2. Issues  Write a blog on the following:  Blog on issues in the cognitive 3.1.1,
a. explain basic principles in 1.1.1, 3. Goals 1. How does theory about domain (Math, science, theories, 4.5.1
planning developmentally 1.2.1, 4. Content how people learn influence inquiry)- scoring rubric
appropriate curriculum in the A 5. Strategies our approach to introducing
cognitive domain; and math and science concepts
in the early childhood
b. write an activity plan 4.5.1, classroom?
focusing on the cognitive C, D 2. Which of the cognitive
domain indicating the activity theorists’ ideas most closely

Early Childhood Education Curriculum Models 153

name,

learning outcome, content, coincide with your own in

materials, procedure, and terms of how people learn?
assessment. 3. How does inquiry go
beyond process
learning? What are some
strategies that encourage
inquiry?  Observation report- scoring 4.5.1,
 Make an appointment to observe rubric 5.1.1
the classroom of an experienced
early childhood teacher. What is
the instructional approach for the
cognitive domain? What logical-
mathematical materials are
present in the classroom? How
does the teacher use the outdoor
environment? Are children
encouraged to discuss their
findings and how they arrived at
their answers or simply involved in
activities?  Written activity plan- scoring 4.5.1,
 Pick a topic common the three rubric 5.1.1
Philippine curricula, write an
activity plan on this topic
focusing on cognitive skills

Early Childhood Education Curriculum Models 154

Week 13 At the end of the week, the pre- I. The Language Domain
service teacher (PST) can: 1. Principles
2. Issues
a. explain basic principles in 1.1.1, 3. Goals  Discussion  Quiz on the language domain 1.1.1
planning developmentally 1.2.1, 4. Content
appropriate curriculum in the A 5. Strategies  Observe the classroom of an  Observation report- scoring rubric 4.5.1,
language domain’ and experienced early childhood 5.1.1
teacher. What evidence do you
b. Write an activity plan 1.4.1, see that supports a print-rich
focusing on the language 4.5.1, environment or the need for
domain indicating the activity C, D enhancing this aspect of the
name, learning outcome, learning environment?
content, materials, procedure,  Identify one issue concerning
and assessment. language domain that you  Position paper- scoring rubric 4.5.1,
continue to be unsure about. 5.1.1
Refer to the latest issues of Young
Children, and Reading Teacher to

determine whether you can learn

more about resolving the issue.
Write a one- or two-page position
paper following your investigation
 Pick a topic common the three  Written activity plan- scoring 4.5.1,
Philippine curricula, write an rubric 5.1.1
activity plan on this topic
focusing on language skills

Early Childhood Education Curriculum Models 155

Week 14 At the end of the week, the pre- J. The Physical Domain (Gross
service teacher (PST) can: and Fine Motor)
1. Principles
a. explain basic principles in 1.1.1, 2. Issues  Discussion  Quiz on the physical domain 1.1.1
planning developmentally 1.2.1, 3. Goals  Write a blog on the following
appropriate curriculum in the A 4. Content  Observation report- scoring 4.5.1,
 Class conversation journey: If
physical domain; and 5. Strategies rubric 5.1.1
children are allowed to play on
a playground daily, will all of
b. write an activity plan 4.5.1, them develop the fundamental
focusing on the physical C, D motor skills by the end of the
domain indicating the activity early childhood period? Explain
name, learning outcome, your answer.
content, materials,
 Write a plan on how a dance
procedure, and assessment.
experience for 5-year-olds that
would enhance their non-
locomotor movement skills might
be organized.
 Description- scoring rubric 4.5.1,
 Select a fine- motor task such as
5.1.1
sewing on button. Eating with
chopsticks or trying a fish lure,
and write out step-by step
directions on how to perform the
task. Teach this task to another
adult who is a novice and
evaluate your effectiveness.
Reflect on the strategies you
used. What scaffolding was
necessary, if any?

 Pick a topic common the three  Written activity plan - scoring 4.5.1,
Philippine curricula, write an rubric 5.1.1
activity plan on this topic
focusing on a physical skill (either
fine or gross motor)

Early Childhood Education Curriculum Models 156

Week 15 At the end of the week, the pre- K. The Social Domain
service teacher (PST) can: 1. Principles
2. Issues
a. explain basic principles in 1.1.1, 3. Goals  Discussion  Quiz on the social domain 1.1.1
planning developmentally 1.2.1, 4. Content  Make a video of your  Video production- scoring rubric 1.3.1,
appropriate curriculum in the A 5. Strategies presentation of a skit in which 4.5.1,
socio-emotional domain; you focus on prosocial or 5.1.1
and friendship skills. Include the script
4.5.1, with the video. Limit the video to
b. Write an activity plan C, D no more than 10 to 15 minutes.
focusing on the physical  Pick a topic common the three  Written activity plan - scoring 4.5.1
domain indicating the activity Philippine curricula, write an rubric 5.1.1
name, learning outcome, activity plan on this topic
content, materials, procedure, focusing on social skills
and assessment.

Weeks 16- At the end of these weeks, the pre- L. Integrating Curriculum
18 service teacher (PST) can: Through
1. Pretend/ Construction Play
a. make integrated plans using 1.5.1, 2. Thematic Planning-  Discussion  Quiz on integrating curriculum 1.1.1
- pretend play, 4.5.1, with curriculum web
- construction play, A, C, 3. Project Approach- with  Simulate pretend play among  Pretend play analysis -scoring 1.5.1,
- thematic planning D three phases members of the class. Consider rubric 4.5.1,
- and project approach playing house (bahay-bahayan), 5.1.1
play scene in a store (tinda-
tindahan), cooking (lutu-lutuan),
etc. Video tape the whole play
scene. Later, analyze the
curricular domains addressed
by the pretend play scenario.
 Observe children in pretend  Observation report- scoring 1.5.1,
play. Analyze the curricular rubric 5.1.1
domains addressed by the
pretend play scenario.
 Curriculum web- scoring rubric

I. Prepare a curriculum web on a 4.5.1,

chosen theme. Include 5.1.1
appropriate activities.  Project Approach implementation
J. In groups, explore a topic using documentation- scoring rubric 4.5.1,
the project approach. Go 5.1.1
through the process from Phase

Early Childhood Education Curriculum Models 157

 1
and end with Phase three with a
class exhibit.
Suggested References
Beaty, J. J. (2014). Preschool appropriate practices: environment, curriculum and development. Boston, MA : Wadsworth Cengage.

Epstein, A.S. (2014) The intentional teacher: choosing the best strategies for young children’s learning. NAEYC.

Gonzalez-Mena, J. and Eyer, D. W. (2018). Infants, Toddlers and Caregivers: A Curriculum of respectful, responsive, relationship-based care and education. New York: McGraw-Hill.

Kats, L.G., Chard, S.C. and Kogan, Y. (2014) Engaging children’s minds: The Project Approach. Praeger.

Kostelnik, M. J., Soderman, A.K. and Whiren, A.P. (2014) Developmentally appropriate curriculum. 6th Edition. Pearson.

Kotnik, J., ed. (2017). Designing spaces for early childhood Development: sparking learning & creativity. Australia: The Images Publishing Group.

Goffin, S. G. and Wilson, C. S. (2000). Curriculum models and early childhood education. New York: Pearson.

Wortham, S. C. (2010). Early Childhood Curriculum: Developmental Bases for Learning and Teaching. New York: Pearson.

Early Childhood Education Curriculum Models 158

 Guiding Children’s Behavior and Moral Development

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.2.b. Demonstrate mastery of subject matter/discipline

6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.b. Demonstrate appreciation for diversity
6.3.e. Possess critical and problem solving skills

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

158
 Course Information
Course Name Guiding Children’s Behavior and Moral Course Code
Development
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This focuses on the importance of fostering the social, emotional and moral development of young children, developing the teachers’ positive dispositions 1.1.1
of care, respect and integrity to develop skills in identifying and analyzing the developmental, environmental and cultural factors that impact the behavior 7.2.1
of young children. This course emphasizes developmentally appropriate principles and strategies for cultivating moral values; and guiding children’s 2.6.1
behavior in positive and non-violent discipline in managing learner behavior.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge and understanding of the importance of fostering social, emotional and moral development of children; 1.1.1
B. demonstrate knowledge of positive and non -violent discipline strategies in the management of learners’ challenging behaviors; 2.6.1
C. demonstrate positive disposition of care, respect, and integrity in guiding young children’s behavior; 7.2.1
D. apply principles and strategies in developing moral values in young children through observations and simulations; and 3.5.1
E. demonstrate knowledge and understanding of differentiated teaching to suit learners gender, needs, interests and experiences. 3.1.1

Guiding Children’s Behavior and Moral Development 159

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Child Guidance:
service teacher (PST) can: Developmentally
Appropriate
a. demonstrate knowledge of 1.1.1, Practice  Discussion  Quizzes, unit test on Child 1.1.1
the theoretical and 1.2.1, 1. Review of Guidance: developmentally
philosophical foundations A Developmentally appropriate practices
developmentally appropriate Appropriate Practice (DAP)  Case analysis  Case analysis paper 1.1.1,
practice; 1.1.1, 2. Baumrind’s Parenting/ 1.5.1
b. explain how parenting/ A caregiving Styles:  Self-analysis: identify and describe  Analysis on one’s own parents 1.5.1
caregiving styles can affect Authoritative, the caregiving styles used by and caregivers caregiving styles
children’s development 1.1.1, Authoritarian, Permissive, one’s own parents and caregivers.
and adjustment; A Neglectful  Observe in different places and  Observation report 1.5.1
c. explain basic processes through 3. Decision-Making Model of scenarios and find examples of
which adults influence children; 1.1.1, Child Guidance positive authoritative parenting/
and 1.5.1, 4. How adults influence caregiving/ teaching. Write a
d. name the steps in the decision- A children- modeling, direct report explain why one thinks
making model of child- instruction, coaching, these are examples of the positive
guidance. giving feedback, authoritative style
managing the child’s
environment, stating
expectations, encouraging
children
Weeks 2-3 At the end of these weeks, the pre- B. Child Guidance Decisions:
service teacher (PST) can: Applying Knowledge of
Child Development
a. explain how a knowledge of 1.1.1, 1. Cognitive Development  Discussion  Quizzes, unit test on Child 1.1.1
children’s cognitive A 2. Perception Guidance Decisions: applying
development is useful in 3. Memory Knowledge of Child
guiding children; 1.1.1, 4. Temperament  Case analysis Development 1.5.1
b. explain how temperament A 5. Social Cognition  Prepare a matrix on salient  Case analysis paper 1.1.1,
style affects how children 6. Self-Control characteristics of children (0-8  Matrix of Salient Characteristics of 3.5.1
interact; and 3.5.1, years) on items in B. Write young children with implications
c. describe specific strategies A implications for guidance for to Guidance
dealing with memory and each. Include
perceptual limitations of practices/strategies that will be
children. appropriate for each.

Guiding Children’s Behavior and Moral Development 160

Weeks 4-5 At the end of these weeks, the pre- C. Observing Behavior in Child
service teacher (PST) can: Guidance
1. Reasons for observing
a. summarize the role of 1.1.1, Children’s behavior  Discussion  Quizzes, unit test on 1.1.1
observation in guidance; A 2. Guide questions: Observing behavior and child
a. Who was involved in  Case analysis Guidance 1.5.1
b. list, explain and give examples 1.1.1, the behavior?  Conduct observation of children  Case analysis paper 1.5.1
of several reasons for observing A b. What happened? focusing on their behavior. Use  Observation report/narrative
child’s behavior; c. When did the the guide questions for
c. explain the usefulness of 1.1.1, behavior occur? observation
asking specific questions about A d. Where does the  Practice the use of self- 1.5.1,
a child’s behavior; and behavior typically observation with 6-8-year-old  Report on the use of self- 2.6.1
d. summarize the process for 1.1.1, take place? children in. Explain to them how observation with 6-8-year-old
teaching children how to 2.6.1, e. Why does the child one can use self-observation to children
observe their own behavior. A behave this way? develop self-control.
Explain how self-observation
can help children over two years
old develop self-control.

Weeks 6-7 At the end of these weeks, the pre- D. Positive Guidance and
service teacher (PST) can: Discipline Strategies
1. The Concept of
a. explain positive guidance 1.1.1, positive discipline  Discussion  Quizzes, unit test on 1.1.1
and discipline strategies; B 2. Positive guidance and  Simulation activities Positive Guidance and
b. demonstrate how to use specific 2.6.1, Discipline strategies: Discipline Strategies
positive guidance and discipline B setting limits, use of  Case analysis  Case analysis paper 1.5.1
strategies; signals and cues,  Analyze vignettes of  Vignette analysis 1.5.1
c. demonstrate how to 2.6.1, redirection, substitution, discipline encounters and
communicate to parents about 5.4.1, I-messages, ignoring determine appropriate
positive guidance and discipline C behavior, calming strategies to use  Parent brochure on positive 1.5.1,
strategies; and techniques, modeling  Prepare a brochure on positive discipline 2.6.1,
d. analyze case studies and 1.1.1, discipline intended for parents. 5.4.1
determine positive 2.6.1, Include what positive discipline is,
guidance and discipline B, C, its principles and strategies
strategies. D

Guiding Children’s Behavior and Moral Development 161

Weeks 8-9 At the end of these weeks, the pre- E. DAP Early Childhood
service teacher (PST) can: Learning Environment
Management:
Indirect Guidance  Discussion  Quizzes, unit test on DAP Early 1.1.1
a. identify principles of 1.2.1, 1. Principles of designing Childhood Learning
designing DAP early 2.1.1, developmentally Environment Management:
childhood learning A appropriate classrooms  Case Analysis Indirect Guidance 1.5.1
environments; 2. Effects of DAP  Draw a simple layout of the  Case analysis paper 2.1.1,
2.1.1, learning environment learning environment or  Output: lay-out of learning 2.2.1,
b. plan well-designed activity 2.2.1, on children’s behavior classroom for infants and environment for young children 2.3.1,
areas for children ages 0-8; and 2.3.1, 3. Setting up the toddlers, preschoolers, 2.4.1,
2.4.1, physical environment- kindergarteners and primary 2.5.1
2.5.1, infant- toddler, schoolers. Justify your plan
B, D preschool, using the principles discussed.
kindergarten, primary Discuss how your arrangement
1.1.1, school will be help encourage good
c. describe curriculum, activities, 4.5.1, 4. Activity areas behavior and prevent off-task or
and materials in DAP early A 5. Curriculum, activities and challenging behaviors
childhood settings. materials in a DAP
classroom
Week 10 At the end of the week, the pre- F. Authentic Self Esteem and
service teacher (PST) can: Moral Identity
1. Self-esteem
a. explain how negative self- 1.1.1, 2. Moral identity  Discussion  Quizzes, unit test on Authentic 1.1.1
esteem might have long-term 3.1.1, 3. Parts of the Self- self- Self-Esteem and Moral Identity
negative effects on a person; A, E awareness, self-  Case Analysis  Case analysis paper 1.5.1
concept, self-control,  Observe a parent or teacher with  Observation report 1.5.1
b. define self-esteem and explain it 1.1.1, self-esteem a young child interacting with
as one part of the self; A 4. How self-esteem one another; or choose short clips
develops from movies with young children
5. Practices that develop and adults interacting. Note the
c. list, explain and give examples 1.1.1, healthy self-esteem in practices that the adult uses that
of specific adult practices that 3.1.1, children will likely help the child develop
develop authentic/healthy self- A, E healthy and balanced self-esteem
esteem in children; and  Organize a moral identity and  Output: Moral identity and 1.5.1,
d. explain the importance of 1.1.1, balanced self-esteem for kids’ Balanced self-esteem Advocacy 7.3.1
helping children develop a A advocacy campaign. Design and campaign posters, posters
strong moral identity as well exhibit posters, invite resource exhibit, seminar, blogs
as healthy and balanced self- persons, write a blog, etc.
esteem.

Guiding Children’s Behavior and Moral Development 162

Week 11 At the end of the week, the pre- G. Resilience and Stress in
service teacher (PST) can: Early Childhood
1. Resilience in
a. define resiliency and explain in 1.1.1, young children  Discussion  Quizzes, unit test on resilience 1.1.1
your own words how children A 2. Types of stressors and stress in early childhood
become resilient; 3. How stress affect children  Case analysis  Case analysis paper 1.5.1
b. define stress for young children 1.1.1, 4. Strategies for helping  Make a resource material on  Output: Resource material on 1.5.1,
and explain it as a child/ 2.2.1, children cope with stress anger management for children. Anger Management for Children 3.5.1
environment relationship; A Include an info graphic on ways
c. identify two major sources of 1.1.1, children can deal with angry
stress for children and give A feelings. Also strategies for
examples of each; parents, teachers and the children
d. list the stages of the stress 1.1.1, for dealing with anger. Share this
response and summarize the A in class.
elements of each stage;  Develop an annotated  Annotated bibliography of 1.1.1,
e. explain how a young child’s 1.1.1, bibliography of children’s books children’s books about stressors. 1.5.1
developmental level makes it 1.5.1, about stressors. Describe how Describe how these books can be
difficult for him to cope with A these books can be used to help used to help children deal with
stress on his own; children deal with stress stress
f. list and give examples of 1.1.1,
general guidelines for helping 2.6.1,
children cope with stress; and A, C
g. analyze a case study in which 1.5.1,
a teacher attempts to buffer 2.6.1,
the effect of stress for a child. D
Week 12 At the end of the week, the pre- H. Emotional Intelligence
service teacher (PST) can: and Anger Management
1. Building blocks of
a. list and describe the three 1.1.1, emotional intelligence  Discussion  Quizzes, unit test on 1.1.1
components of anger and A 2. Guiding children’s Emotional Intelligence and
explain how children can feel expressions of anger Anger Management
and express anger without  Case analysis  Case analysis paper 1.5.1
understanding it; 1.1.1,  Make a resource material on  Output: Resource material on 1.5.1
b. identify types of interactions in A Resilience and Stress in children. Resilience and Stress in Children 3.5.1
early childhood settings that Include an info graphic on the
are likely to elicit anger and description of a resilient child.
describe children’s responses to 1.1.1, Also include info about stressors
each; A that affect children and
strategies for parents, teachers
and the

c. identify and explain how several 1.1.1, children for coping with these

Guiding Children’s Behavior and Moral Development 163

 factors affect how a child 3.5.1, stressors. Share this in class.  Annotated Bibliography of 1.1.1,
expresses anger; A, B,  Develop an annotated children’s books on Anger 1.5.1
d. list, explain and give examples C, D bibliography of children’s books
of developmentally about anger management.
appropriate strategies adults Describe how these books can be
can use to guide children’s 1.1.1, used to help children deal with
expressions of anger and help A anger.
them develop emotional
intelligence; and
e. list and explain the four major
components of emotional
intelligence.
Week 13 At the end of the week, the pre- I. Preventing Violent Behavior
service teacher (PST) can: and Understanding
Aggression in Children
a. define aggression and list 1.1.1, 1. Forms of aggression-  Discussion  Quizzes, unit test on 1.1.1
and describe different forms A instrumental, hostile, Preventing Violent Behavior
of aggression; accidental and Understanding Aggression
b. explain age and gender 1.1.1, 2. Why children develop in Children
differences in aggression; A aggressive behaviors  Case analysis  Case analysis paper 1.5.1
c. explain form a system or 1.1.1, 3. Strategies for guiding  Make a resource material on  Output: Resource material on 1.2.1,
ecological perspective, how A aggressive children and violent behavior and aggression violent behavior and aggression 1.5.1,
children become aggressive or for preventing violence in children. Include ways on in children. 3.5.1
violent, and how they acquire how children learn about violence
scripts for aggression and and aggression. Consider
violence; research findings on relevant
d. explain the role of media 1.1.1, factors such as family interaction,
violence in children’s A television, apps and games. Also
aggression; strategies for parents, teachers
e. list and describe different forms 1.1.1, and the children for dealing with
of violence; A aggression. Share this in class.
f. summarize the warning signs of 1.1.1,

Guiding Children’s Behavior and Moral Development 164

Week 14 At the end of the week, the pre- J. Guidance and the
service teacher (PST) can: Development of
Prosocial Behavior
a. explain what prosocial behavior 1.1.1, 1. What pro-social  Discussion  Quizzes, unit test on Guidance 1.1.1
is; A behavior is and the Development of Prosocial
2. Strategies in guiding Behavior
b. identify, describe and give 1.1.1, prosocial behavior in  Case analysis  Case analysis paper 1.5.1
examples of types of 2.6.1, children  Make a resource material on  Output: resource material on 1.2.1,
prosocial behaviors; A prosocial behavior in children developing prosocial behavior in 1.5.1,
c. list developmental building 1.1.1, Consider research findings on children 2.6.1,
blocks of prosocial behavior; 2.6.1, relevant factors such as family 3.5.1
A interaction, television, apps and
d. explain the benefits of 1.1.1, games. Also strategies for
encouraging prosocial 2.6.1, parents, teachers in developing
behavior in children; A prosocial behavior in children.
e. identify, describe and observe 2.6.1, Share this in class or conduct a
developmentally appropriate 3.5.1, public seminar for some parents
strategies that foster prosocial A, B,  Make a collection of activities for  Collection of activities for young 1.1.1,
behavior; and C young children that focus on children that focus on 2.6.1
developing prosocial behavior. developing prosocial behavior.
f. apply knowledge of prosocial 1.5.1,
behavior through case 2.6.1,
studies and activity plans. A, B,
C, D,
E

Week 15 At the end of the week, the pre- K. Minimizing Challenging

service teacher (PST) can: Behavior
1. Causes of
a. demonstrate knowledge of Challenging behaviors  Discussion  Quizzes, unit test on
group and individual guidance 1.1.1, 2. Strategies in dealing Minimizing Challenging 1.1.1
techniques which: A with challenging  Case analysis Behavior
- assist children in the 2.6.1, behaviors- biting,  Make a curated compilation of  Case analysis paper 1.5.1
construction of B disrespectful language, reader-friendly articles about how  Output: Compilation of articles on 1.2.1,
knowledge 2.3.1, teasing, hitting to deal challenging behaviors. dealing with challenging behavior 1.5.1,
- nurture prosocial interactions A, B These readings should include with commentaries and review by 2.6.1
among children 3.1.1, research-based information about the students
- encourage interpersonal D, E the roots of challenging
problem solving and self- behaviors and should provide
control

Guiding Children’s Behavior and Moral Development 165

 - build and sustain a child’s 1.1.1, developmentally appropriate ways
positive self-esteem A, C, of dealing with behavior.
- apply knowledge of self- D, E
esteem and moral identity
through case studies
Weeks 16- At the end of these weeks, the pre- L. Connecting Theories with
17 service teacher (PST) can: DAP Guidance
1. Vygotsky’s theory and
a. explain how each theory advises 1.1.1, Child Guidance  Discussion  Quizzes, unit test on 1.1.1
adults to assess a young child’s 5.2.1, 2. Rogerian theory and child Connecting Theories with DAP
current abilities and A guidance  Case analysis Guidance 1.5.1
competencies before deciding 3. Adlerian theory and child  Have simulation exercises on  Case analysis paper 1.5.1,
how to help children become guidance cases involving discipline  Output: Case reports applying 2.6.1
more competent in working and encounters. Based on the the different theories in
playing with others; theoretical perspectives, handling discipline encounters
b. identify and explain practical 1.1.1, determine the parent or teacher’s
strategies that come from each 3.5.1, course of action.
theory; and A
c. practice the strategies. 3.5.1,
D, E

Week 18 At the end of the week, the pre- M. Using the Decision-Making
service teacher (PST) can: Model of Child Guidance
1. Steps: Observe, decide,
a. explain the decision-making 1.1.1, take action, reflect  Discussion  Quizzes, unit test on Using the 1.1.1
model and its building blocks; A Decision-Making Model of Child
and Guidance
b. apply knowledge of the 1.1.1,  Case analysis  Case analysis paper 1.5.1
decision-making model by 1.5.1,  Prepare a guidance plan for each  Output: Guidance plan 1.5.1,
writing a guidance plan A, C, of the cases analyzed applying the decision-making 2.6.1
intended to resolve specific D, E model of child guidance in
discipline encounters. specific cases

Guiding Children’s Behavior and Moral Development 166

 Suggested References
Fields, V. M., Perry, M. N., & Perry, N. J. (2009). Constructive guidance and discipline: Preschool and primary education. New York, NY: Prentice Hall

Gootman, M. E. (2009). The caring teacher’s guide to discipline: Helping young students learn self-control, responsibility, and respect. Calabasas, CA: Corwin Press

Marion, M. (2019). Guidance of Young Children. New York, NY: Pearson

Cronin, A., & Mandich, M. (2016). Human Development and Performance throughout the Lifespan (2nd ed.). Boston, MA, USA: Cengage Learning.

Ellis, S., & Todd, J. M. (2018). Behaviour for Learning: Promoting Positive Relationships in the Classroom (2nd ed.). London: Routledge, Taylor & Francis Group.

Kostelnik, M. J., Whiren, A. P., Soderman, A. K., & Rupiper, M. (2018). Guiding Children's Social Development & Learning: Theory and Skills (9th ed.). Australia: Cengage Learning.

Maag, J. W. (2018). Behavior Management: From Theoretical Implications to Practical Applications (3rd ed.). Boston, MA: Cengage Learning.

Walker, J. E., Shea, T. M., & Bauer, A. M. (2007). Behavior Management: A Practical Approach for Educators. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Guiding Children’s Behavior and Moral Development 167

 Early Learning Environment

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.3.d. Demonstrate innovative thinking

6.3.e. Possess critical and problem solving skills

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

168
 Course Information
Course Name Early Learning Environment Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course focuses on the planning, setting up and evaluating developmentally-appropriate and child-centered physical, interpersonal and temporal 2.1.1, 2.2.1,
learning environments in diverse early childhood settings. This course also explores early childhood organizational plans, procedures, physical facilities and 2.3.1, 2.4.1,
surveys appropriate materials and equipment. Emphasis is placed on the process of designing appropriate learning environments for young children. 2.5.1, 2.6.1

Course LOutcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge and understanding on the importance of planning, setting up and evaluating early learning environment that 2.2.1
promote fairness, respect and care to encourage learning;
B. demonstrate knowledge of managing classroom structure that engages learners, individually or in groups, in meaningful exploration, discovery 2.3.1
and hands-on activities within the available physical learning environments;
C. examine the basic components of quality and effective early learning environment that nurture and inspire leaner participation; 2.4.1
D. demonstrate knowledge of positive and non-violent discipline in the management of learner behavior; 2.6.1
E. demonstrate genuine love for children by creating a child-friendly, safe and secure learning environment; 2.1.1
F. design an ideal learning environment to cater to diverse early childhood learning environment; and 2.1.1
G. demonstrate knowledge and understanding of school policies and procedures to foster harmonious relationship with the wider school community. 6.4.1

Early Learning Environment 169

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Review of the
service teacher (PST) can: Developmentally
Appropriate Practices
a. discuss how principles of 1.1.1,  Watching a examples of  Quiz on how principles of 1.1.1,
DAP can be applied in 1.2.1, developmentally DAP can be applied in 1.2.1
classroom management. A appropriate videos classroom management

Week 2 At the end of the week, the pre- B. Overview of the Course
service teacher (PST) can: 1. Setting-up and
Maintaining the
a. explain about setting-up a 2.1.1, Classroom  Discussing about setting-up a  Quiz on setting-up a classroom, 2.1.1,
classroom, establishing a 2.2.1, 2. Establishing a classroom, establishing a establishing a structure for each 2.2.1,
structure for each day, 2.3.1, Structure for Each Day structure for each day, and day, and creating a healthy and 2.3.1,
and creating a healthy and 2.4.1, 3. Creating a creating a healthy and happy happy classroom community 2.4.1
happy classroom A, B, Classroom classroom community
community. C Community

Week 3 At the end of the week, the pre- C. Characteristics of Successful

service teacher (PST) can: Preschool Classroom
Managers
 Observing a preschool teacher  Observation report 4.5.1
a. describe the characteristics 1.1.1, and describing how the teacher
needed by the preschool A, B manages his/her classroom
teacher to be a successful  Making a reflection paper on the  Reflection paper on the 1.5.1,
classroom manager. characteristics of a successful characteristics of a 7.4.1
classroom managers, focusing on successful classroom
what the student believes he/she managers and a scoring
already has and which ones rubric
he/she needs to work on

Weeks 4-5 At the end of these weeks, the pre- D. Temporal Environment
service teacher (PST) can: 1. Daily Routines and
Schedules
a. write an appropriate plan for 2.3.1, - children need routine  Creating a specific classroom  Plan of the classroom 2.3.1,
daily routines 4.1.1, and familiar faces schedule schedule and routines 4.1.1,
4.2.1, - planning for 4.2.1,
4.5.1, physical needs 4.5.1
- planning for
social needs

Early Learning Environment 170

 A, E, - planning for
F, emotional
G, J needs
- planning for
intellectual needs  Making a plan on activities with  Plan of activities with 2.1.1,
b. plan the learning 2.1.1, - planning a appropriate materials appropriate material addressing 4.1.1,
environment to maintain 4.1.1, workable schedule addressing the social, emotional, the social, emotional, and 4.5.1
health and safety A, B, - planning for and intellectual needs of the intellectual needs of the children
C, emergencies children  Guidelines and procedures for 2.1.1,
E, F, I  Planning and creating emergencies and a scoring rubric 4.1.1
guidelines and procedures for
emergencies
Weeks 6-9 At the end of these weeks, the pre- E. Physical Environment
service teacher (PST) can: 1. Blocks Area
2. Dramatic Play Area  Discussing about how each area  Quiz on how each area 1.1.1
a. describe how each area 1.1.1, 3. Math Area promotes development and what promotes development and
promotes development; A, B, 4. Art Area children can learn from each area what children can learn from
C 5. Library Area / Book Corner  Researching and compiling each area 1.2.1,
b. explain what children can 1.1.1, 6. Discovery Area pictures of ideal learning areas  Compilation of pictures and 4.5.1
learn from each area; A, B, 7. Sand and Water Area with descriptions of appropriate report and what materials should
C 8. Music and materials that should be present in be present in each area
Movement Area each area
9. Cooking Area
10. Computer Area
 Identifying and enumerating the 1.1.1,
c. explain the teacher’s role in 1.1.1, teacher’s role and responsibilities  List of teacher’s role and 2.3.1
the physical learning 2.3.1, in the physical learning responsibilities in the
environment; and A, B, environment physical learning
C, E  Observing an early childhood environment 1.5.1,
classroom with learning centers 4.4.1,
and interviewing the teacher  Observation and interview report
about his/her role and
responsibilities
 Creating an environment for each 2.1.1,
d. create an environment 2.1.1, area with the necessary materials 2.2.1,
for each area. 2.2.1, and introducing what the area is  Performance-based assessment 2.3.1,
2.3.1, and what children can learn in and rubric 2.4.1,
2.4.1, that area. 2.5.1,
2.5.1, 4.5.1,
4.5.1, 5.1.1

Early Learning Environment 171

 A, B,
C,
E, F, I

Week 10 At the end of the week, the pre- 11. Environmental Issues
service teacher (PST) can: - setting up an
interesting and  Drawing an ideal classroom set up  Classroom set up drawing and 2.1.1,
a. arrange physical 2.1.1, attractive classroom  Arranging the physical a scoring rubric 2.2.1,
environment that meets 2.2.1, - conducting environment that will meet both  Arranged classroom and 2.3.1,
both the adult and children’s 2.3.1, successful circle times the adult and children’s needs a scoring rubric 2.4.1,
needs (room arrangement, 2.4.1, - planning for meals 2.5.1,
activity areas, storage, 2.5.1, - organizing centers 4.5.1
display areas, cubby holes) 4.5.1,
A, B,
C,
E, F, I

Week 11 At the end of the week, the pre- F. Interpersonal Environment

service teacher (PST) can: 1. General Principles
- catching preschoolers
a. employ effective classroom 2.6.1, being good  Conducting simulation  Performance-based assessment 2.6.1,
management techniques B, C, - ignoring negative activities about the general 5.1.1
that develop personal and D, E behavior principles  Research report and compilation 1.2.1,
social competence in  Researching and collecting of classroom management 2.6.1
children; classroom management techniques for young children
2.1.1, techniques for young children  Accomplished classroom rules 2.1.1,
b. facilitate formulation of 2.2.1,  Making a classroom rules chart and a scoring rubric 2.2.1,
positively stated 2.6.1, for display in the classroom 2.6.1,
classroom rules with the B, C, 5.1.1
children D,
E, J

Weeks 12- At the end of these weeks, the pre- 2. Building Caring
13 service teacher (PST) can: Communities
- Teaching negotiation
a. demonstrate ability to 2.6.1, skills  Conducting a role-playing/  Performance-based assessment on 2.6.1,
teach children social skills 6.1.1, - Learning turn-taking simulation of the the following: 5.1.1,
that build caring B, C, - Learning to following: - negotiation skills 6.1.1
communities. D, E, make decisions - negotiation skills - turn taking
- turn taking - making decisions
- making decisions

Early Learning Environment 172

 G, H, - Understanding others’ - being part of a play-setting - being part of a play-setting
J viewpoints - tattling - tattling
- Learning to be part of - stealing - stealing
the play setting - telling a lie - telling a lie
- Interpersonal
problem-solving skills
- Handling
disappointments
- Handling tattling
- Handling children
who use foul
language
- When children lie
- Working with children
who steal
- Teaching altruism

Week 14 At the end of the week, the pre- 3. Parent Partnerships

service teacher (PST) can: - Honoring diversity
- Parenting styles
a. explain the parenting 1.1.1, - Collaborative  Discussing about the  Quiz on the parenting styles, 1.1.1
styles; and B, J relationships parenting styles provide scenarios to identify
- Communicating with what parenting styles are
parents described

b. demonstrate skills in 1.1.1,  Observing one’s parents or 1.5.1

communicating effectively 5.4.1, guardians and identifying  Observation report
with parents. 6.2.1, their parenting styles
C, E,  Creating a set of parent- 1.1.1,
G teacher meeting guidelines and  Set of parent-teacher 5.4.1,
procedures meeting guidelines and 6.2.1
 Conducting a role-playing/ procedures 1.1.1,
simulation of a parent-teacher 5.4.1,
conference  Performance-based assessment 6.2.1
Week 15 At the end of the week, the pre- 4. Analyzing problem
service teacher (PST) can: behavior
2.6.1, - Events in the child’s
a. analyze the cause of 3.1.1, life  Analyzing case studies involving  Analysis report on case studies 1.5.1,
children’s problem behaviors 3.2.1, - Triggers children’s problem behavior on children’s problem behavior 2.6.1,
in the classroom; and 3.3.1, - Consequences 3.1.1,
for behavior

Early Learning Environment 173

 3.4.1, - Some common child 3.2.1,
3.5.1, needs 3.3.1,
A, B, - Dealing with problem 3.4.1,
C, H, J behaviors 3.5.1

b. choose the most effective 2.6.1,

strategies in dealing with 3.1.1,
problem behaviors. D, E,
F,
H, J
Weeks At the end of these weeks, the pre- 5. Teaching ‘
16-17 service teacher (PST) can: Alternative Behavior
- Alternative ways
of behaving  Conducting role-play/ simulation  Performance-based assessment 2.6.1,
 demonstrate alternative 2.6.1, - Social scripts and situations where appropriate social 3.1.1,
behaviors that can be taught 3.1.1, general principles scripts are used 5.1.1
to children; and D, E, - Using “time-out”
F, properly
H, J

 demonstrate how to teach social 2.6.1,

scripts to children. D, E, J

Week 18 At the end of the week, the pre- 6. Communication Skills

service teacher (PST) can: - Communication
and behavior  Conducting role-play/  Performance-based assessment 2.6.1,
 demonstrate how to teach social 2.6.1, - General principles in simulation social communication 5.1.1
communication to children. D, E, J teaching social between teachers and the
communication children and among children
- Non-verbal themselves
communication

Suggested References
Printed:
Algozzine, Bob (2010) Preventing Problem Behavior: School Wide: Programs and Classroom Practices. 2nd ed. Thousand Oaks, CA: Corwin.

Beaty, Janice J. (2014) Preschool Appropriate Practices: Environment, Curriculum, and Development. 4th ed. Belmont, CA: Wadsworth Cengage.

Bredekamp, Sue (2011) Effective Practices in Early Childhood Education: Building a Foundation. Boston: Pearson.

Early Learning Environment 174

Brewer, J. (1995) Introduction to Early Childhood Education: Preschool through Primary Grades. 2nd Ed. Allyn and Bacon.

Crowther, Ingrid (2011) Creating Effective Learning Environments. 3rd ed. Toronto: Nelson Education.

Dañocup, O. B. (2010) Classroom Management: Preparing Special Education Teachers. Quezon City: Lorimar Pub. Inc.

Evertson, Carolyn M. (2013) Classroom Management for Elementary Teachers. 9th ed. Boston: Pearson.

Eipstein, A. S. (2014) The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. Revised Edition. NAEYC, USA.

Essa, E. L. (2014) Introduction to Early Childhood Education. Wadsworth, Cengage Learning

Hearron, P. F., & Hildebrand, V. (2011) Management of Child Development Centers (7th Ed.) Upper Saddle River, New Jersey: Pearson, Education Inc.

James, M.K., et. al (2011) Managing Classroom Behavior; A Reflective Case-Based Approach 5th Edition. Pearson

Jones, Vern F. (2010) Comprehensive Classroom Management: Creating Communities of Support and Solving Problems. 9th ed. Upper Saddle River, N.J.: Pearson/Merrill.

Kersey, K. C., & Masterson, M. L. (2013) 101 Principles for Positive Guidance with Young Children: Creating Responsive Teachers. Pearson Education

Marilou, H. (2008) Enthusiastic and Engaged Learners: Approaches to Learning in the Early Childhood Classroom USA: Teacher’s College Press.

Patron, Ida-Yap (2013) Effective Classroom Management and Making the First Days of Classes Significant to the Learners. Quezon City: Great Books Pub.

Warner, L., & Lync, S. A. (2004) Preschool Classroom Management. USA: Gryphon House Inc.

Weinstein, Carol S. (2011) Elementary Classroom Management: Lessons from Research and Practice. 5th ed. New York: McGraw-Hill.

Zirpoli, Thomas J. (2012) Behavior Management: Positive Applications for Teachers. 6th ed. Boston: Pearson Education.

Electronic:
www.acei.org

www.naeyc.org

www.pacificnet.net

www.teachervision.fen.com

www.theteachersguide.com

Early Learning Environment 175

 Management of Early Childhood Education Programs

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.1.b. Effectively communicate orally and in writing using both Mother Tongue, Filipino and English
6.3.d. Demonstrate innovative thinking

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

176
 Course Information
Course Name Management of Early Childhood Course Code
Education Programs
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course explains the principles and practices in organization and management of early childhood education programs. This course highlights the 6.3.1
processes of planning, organizing, managing and evaluating of programs and facilities for children, record keeping, budgeting, and licensing and 6.4.1
accreditation procedures by the Department of Education and the Early Childhood Care and Development Council.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge and understanding on the principles and practices in organization and management of early childhood 1.2.1
education programs; 5.2.1
B. apply organization and management skills in early childhood (ECE Program outcomes 5.5) through observations and simulations; 6.3.1
C. demonstrate knowledge and understanding of government mandated requirements and processes in the management of Early childhood
education programs (cognitive) Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and become
familiar with the responsibilities specified in the Code of Ethics for Professional Teachers; 7.4.1
D. demonstrate an understanding of how professional reflection and learning can be used to improve early childhood education management; 1.2.1
E. demonstrate an understanding of research-based knowledge and principles of teaching and learning; 4.2.1
F. identify learning outcomes that are aligned with learning competencies; and 4.3.1
G. demonstrate knowledge in the implementation of relevant and responsive learning programs.

Management of Early Childhood Education Programs 177

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
I. ADMINISTRATION
Week 1 At the end of the week, the pre- A. Director Roles and
service teacher (PST) can: Characteristics
a. Roles of the Director
a. describe the director’s 1.1.1, a. manager  Discussion  Quizzes, class participation, 1.1.1
management roles; and A b. organizer reporting, other requirements
c. communicator  Interviewing a director/directress  Output: Report and Analysis of the 1.1.1,
b. describe the leadership d. evaluator about her daily tasks and interview conducted 1.5.1
styles and methods. b. Characteristics of an responsibilities managing the
Effective Director preschool

Week 1 At the end of the week, the pre- B. Director’s Duties and
service teacher (PST) can: Responsibilities
1. General Responsibilities
a. state the responsibilities of 1.1.1, 2. Enrollment  Discussion  Quizzes, class participation 1.1.1
the director. 7.2.1, 3. Curriculum  Case Analysis  Output: Case Analysis report 1.5.1
A 4. Physical Plant
and Equipment
5. Finances
6. Staff /Human Resources
7. Parent Involvement
and Education
8. Health and Safety
9. Community Relations

Week 2 At the end of the week, the pre- C. Types of ECE schools and
service teacher (PST) can: programs (including infant-
toddler, preschool,
a. describe the characteristics 1.1.1, kindergarten to primary  Discussion  Quizzes, class participation 1.1.1
of each type of private and A, G school)  Surfing the internet and locating
public programs; and 1. in the Philippines websites of at least two
b. discuss the advantages 1.1.1, a. Private: for profit, examples of each type of school
and disadvantages of each A, G corporate, employer- to be discussed
type of program. supported  Visiting different types of ECE  Output: Report on different types 1.1.1,
b. Non Profit: schools/centers to know about of ECE Programs 1.5.1
cooperative schools, their philosophy and objectives,
sectarian/ church- program offerings/curriculum,
based teachers and staff

Management of Early Childhood Education Programs 178

 c. Public/Government:  Researching on ECE programs in  Output: Matrix showing the 1.1.1,
day care, National other countries. Analyzing their similarities, differences, and the 1.2.1,
Child Development similarities and differences. unique features and practices of 1.5.1
Centers, DepEd Highlighting their unique features the researched ECE programs in
schools and practices other countries
2. Other Parts of the World
Week 3 At the end of the week, the pre- D. A New School Year or a
service teacher (PST) can: New Year
 Location
a. discuss the factors 1.1.1,  Staff selection  Discussion  Quizzes, class participation 1.1.1
affecting the location of A  Finances  Discussing the DepEd
the school; 1.1.1,  Complying with Standards for the Organization
b. discuss the cost of starting 6.4.1, licensing requirements and Operation of Preschools
a new school; A and analyzing its contents
1.1.1,  Collecting parent handbooks  Output: Compare and contrast 1.1.1,
c. identify the DepEd 6.3.1, from several child care centers. table showing the essential 1.5.1
requirements a school C Comparing which ones information from the collected
should meet before contain the essential parent handbooks
beginning operation; 4.3.1, information.
6.4.1,  Output: Gantt Chart 1.5.1,
d. identify the tasks that are B  Preparing a Gantt chart of the 4.3.1
necessary to begin a 4.3.1, tasks for beginning a new school
school year; and 6.4.1, and beginning a new school
e. develop procedures to A year
facilitate routine opening
of school tasks.
II. PROGRAM
Week 4 At the end of the week, the pre- a. Setting Goals: Planning
service teacher (PST) can: and Evaluating
1. Philosophy  Discussion  Quizzes, class participation 1.1.1
a. tell what is meant by 7.1.1, 2. Formulating goals  Researching about the goals
philosophy of a A, D 3. Implementing goals and objectives of programs for
school; 4.1.1, and objectives infant/toddler, preschool,
b. discuss how goals are 4.2.1, 4. Evaluating outcomes kindergarten and primary school
developed; and 4.3.1,  Formulating one objective and
6.3.1, plan 3 activities that lead to its
A, D achievement  Output: List of goals, objectives, 1.1.1,
1.5.1, and activities formulated 1.5.1
c. evaluate program goals. 4.3.1,
B, G

Management of Early Childhood Education Programs 179

Week 5 At the end of the week, the pre- b. Planning: Infant
service teacher (PST) can: and Toddlers
1. Review of developmental  Discussion  Quizzes, class participation
a. describe the major 1.1.1, characteristics and needs  Visiting an infants and toddler  Output: Observation notes about
developmental A 2. Characteristics of a programs. Taking note of the the materials and toys in the
characteristics between birth developmentally materials and toys in the visited center
to two years; 1.1.1, appropriate program center
b. describe the 4.3.1,
developmentally appropriate G  Interviewing a caregiver in an  Output: Report on the interview
program for infants and 1.1.1, infant/toddler program. Finding about the most difficult and most
toddlers; and A out the most difficult and most enjoyable things about a caregiver’s
c. state the characteristics of enjoyable things about their work and the necessary 1.1.1
infant/toddler caregivers. work. Asking about characteristics characteristics and traits that 7.4.1
and traits that teachers/caregivers of infants and
teachers/caregivers of infants and toddlers should have
toddlers should have.

7.4.1
Week 6 At the end of the week, the pre- c. Planning: The Preschool and
service teacher (PST) can: Kindergarten
1. Review of developmental  Discussion  Quizzes, class participation 1.1.1
a. describe the major 1.1.1, characteristics and needs  Surfing the internet and view
developmental A 2. Characteristics of a different preschool set-ups
characteristics of 3-6 year- developmentally  Drawing a plan of a  Output: Plan of a 4.1.1
old children; 1.1.1, appropriate program preschool classroom applying preschool classroom
b. state the components of 1.2.1, the DAP approach
developmentally appropriate 4.3.1,
practices in an early A, E
childhood program; and 3.1.1,
c. discuss the inclusion of A, C
children with special needs.

Week 7 At the end of the week, the pre- d. Planning: Primary School
service teacher (PST) can: Children
1. Review of developmental
a. describe the development of 1.1.1, Characteristics  Discussion  Quizzes, class participation 1.1.1
children between the ages A 2. Characteristics of a  Reflecting experiences when  Output: Reflection paper 7.4.1
of 6-12; and developmentally one was seven and then eleven.
1.1.1, appropriate program Describing the what changed in
4.3.1, a. Primary school oneself from 7 to 11.

Management of Early Childhood Education Programs 180

 b. list the components of a A, G b. After school and  Visiting a primary school to
developmentally appropriate enrichment programs observe and describe the learning  Output: Observation notes about 1.1.1,
program for older children. environment the learning environment of the 2.1.1,
 Researching about after school visited primary school 2.4.1
/enrichment programs for primary
schoolers

Week 8 At the end of the week, the pre- e. Maintaining

service teacher (PST) can: Program Quality
1. Local and international
a. explain standards of quality. 1.1.1, standards  Discussing the various local and  Quizzes, class participation 1.1.1
6.3.1, - DepEd, ECCD Council, international standards for
7.5.1, NAEYC, Accrediting quality early childhood programs
A, C, agencies
E, F

III. STAFF
Week 9 At the end of the week, the pre-  Staff Selection/Personnel
service teacher (PST) can: Policies
1. Staff qualification
a. state the procedures 4.3.1, 2. Staff Recruitment  Discussion  Quizzes, class participation 1.1.1
for finding qualified 6.3.1, 3. Selection process  Examining the job  Output: Analysis report on the 1.5.1
staff; A postings/announcements for early examined job postings/
childhood teaching/support staff announcements for early
4.3.1, to find out about qualifications childhood teaching/support staff
b. plan the steps in 6.3.1, and requirements
recruiting employees; and A, B
1.1.1,  Getting application forms from  Output: Collated application
c. list the kinds of A different schools. Note the forms and a table showing the 1.1.1
information contained in a different kinds of information each different kinds information asked
personnel policy asks. What does this tell you from the forms
statement. about the school?

 Conducting an interview on in-  Output: Report on the interview

service early childhood teachers about the in-service early childhood 1.1.1,
about the hiring process they teachers’ experiences during the 1.5.1
went through. Find out about how hiring process they went through
they responded to challenges and and how did they responded to the
succeeded. challenges and succeeded

Management of Early Childhood Education Programs 181

Week 10 At the end of the week, the pre-  Staff Supervision and
service teacher (PST) can: Training
1. Supervision of staff
a. discuss the components 1.1.1, 2. Evaluation of performance  Discussion  Quizzes, class participation 1.1.1
of effective supervision; A 3. The evaluation process  Interviewing a directress/principal  Output: Matrix of strategies and 1.1.1,
4. Staff development of a child-care/preschool/ methods on supervision, evaluation 4.5.1
b. list the steps of 1.1.1, c. Orientation, mentoring, kindergarten/ primary school. Ask and training and development of
the evaluative A team teaching, college about strategies and methods of teachers and staff
process; or university classes, 1. supervision, 2. evaluation
1.1.1, staff meetings, teachers and their 3. strategies
c. cite methods for A portfolio, workshops, and
staff training; and role playing, exchange training and development of
1.1.1, observations, on-line teachers and staff
d. discuss strategies for 1.2.1, courses, field trips,  Surf the net for
teacher/staff wellness. 4.4.1, professional announcements/postings/
4.5.1, organizations, readings brochures of specific staff
A development activities included in
no. 4
Week 11 At the end of the week, the pre-  Student
service teacher (PST) can: Teachers/Volunteers
1. Characteristics and
a. describe the role of the 1.1.1, needs of student  Discussion  Quizzes, class participation 1.1.1
director on supervising A teachers  Conducting observations of  Output: Observation and interview 1.5.1
student teachers and 2. Volunteers student teachers and narrative reports
volunteers. volunteers, in action
 Interviewing student
teachers about their
experiences.
 Interviewing volunteers
about what motivate them
 Interviewing principals/directress
on their strategies in engaging
and supervising student teachers
and volunteer

Management of Early Childhood Education Programs 182

 IV. MANAGEMENT
Week 12 At the end of the week, the pre- A. Budget
service teacher (PST) can: 1. Development of
the budget  Discussion  Quizzes, class participation 1.1.1
a. define a budget; 1.1.1, 2. Expenses  Conducting an interview with a  Output: sample annual budget 1.1.1,
A 3. Income director about the annual and the interview narrative report 1.5.1
b. list the major categories of 1.1.1, budget of the preschool
expenses; A

c. list the sources of income; 1.1.1,

and A
1.1.1,
d. describe the budget process. A

Week 13 At the end of the week, the pre- B. Maintenance,

service teacher (PST) can: Operation, Health and
Safety
a. differentiate between 1.1.1, 1. Maintenance  Discussion  Quizzes, class participation 1.1.1
maintenance and operation 1.5.1, 2. Health  Drawing a floor lay-out of a  Output: floor layout applying 2.1.1
activities; and A, B 3. Safety school. Observe health and health and safety principles
safety principles.
b. discuss the components of 2.1.1,  Researching on government
a safe environment. 2.2.1, and private organization project
2.6.1, initiatives on promoting health
A, C and safety of young children

Week 14 At the end of the week, the pre- C. Food and Nutrition Services
service teacher (PST) can: 1. Menu Planning
2.1.1, 2. Food Service for Children  Discussion  Quizzes, class participation 1.1.1
a. explain why good nutrition 2.2.1,  Preparing a poster that shows  Output: Poster that shows the basic 1.1.1,
is important in an early A, C the basic food groups and the food groups and the recommended 2.1.1,
childhood center recommended amounts for amounts for preschoolers with a 2.2.1
preschoolers scoring rubric
 Visiting a preschool/ kindergarten/  Output: Matrix on nutrition 1.1.1,
primary school who offers a and feeding program 2.2.1
nutrition/feeding program.
Document how the program is
planned, implemented and
evaluated.

Management of Early Childhood Education Programs 183

Week 14 At the end of the week, the pre- D. Record-keeping
service teacher (PST) can: 1. Learner Reference
Number (LRN)
a. describe the record keeping 5.2.1, 2. Record of Enrollment b. Discussion d. Quizzes, class participation 1.1.1,
processes. 5.4.1, and Attendance c. Conducting an interview with a e. Output: interview report on record 5.2.1
A, C, 3. Health Records registrar or directress/principal keeping
G 4. Data-Privacy regarding record keeping

V. ENVIRONMENT
Weeks At the end of these weeks, the pre- A. Learning environment in the
15-16 service teacher (PST) can: school/center
- Developmentally  Discussion  Quizzes, class participation 1.1.1
a. describe the appropriate 1.1.1, appropriate  Collect pictures of learning  Output: Evaluation of 1.5.1
environment for specific ECE A environments environments for infants and learning environments
levels; and - Considerations: Age toddlers, preschoolers,
b. evaluate learning appropriateness, traffic kindergarteners, primary
environments for flow, noise level, schoolers. Post around the
young children storage, hard and soft classroom or project on
areas, aesthetic screen. Evaluate base on
appeal, diversity, developmentally
flexibility appropriate principles

B. Specific Areas: dramatic

play, block area, art center,
math and science center,
reading/writing center,
technology center
C. Lay-out of an after school
center
VI. FAMILY AND COMMUNITY
RELATIONS
Week 17 At the end of the week, the pre- A. Family and Community
service teacher (PST) can: Engagement
- Epstein Model: child-
a. discuss the changing roles 6.1.1, rearing, communicating,  Discussion  Quizzes, class participation 1.1.1
of families in early childhood F volunteering, learning at  Conducting an interview with a  Output: Interview narrative report 1.5.1,
settings; and home, representing other directress/principal about about projects and activities for 6.1.1
families projects and activities the family family and community
b. plan specific ways on how 6.2.1, and community engagement engagement
families and the school may 6.4.1,  Writing a family and 6.2.1,
collaborate. community engagement plan  Output: Family and 6.4.1
for a school community engagement plan

Management of Early Childhood Education Programs 184

 A, B, year containing objectives and
G specific activities

Week 18 At the end of the week, the pre- B. Philippine Regulations and
service teacher (PST) can: Laws Pertinent to Early
Childhood Education
a. enumerate pertinent laws 6.3.1,  Discussion  Quizzes, class participation 1.1.1
to early childhood A, C  Making a compilation of the laws  Output: compilation of the laws 6.3.1
education.
Suggested References
Click, P. M. & Karkos, K. (2011). Administration of Programs for Young Children (Eight ed.). Delmar.

LeeKeenan, D., & Ponte, I. (2018). From Survive to Thrive: A Directors Guide for Leading an Early Childhood Program. Washington, DC: National Association for the Education of Young Children.

Taylor, B. J. (2002). Early Childhood Program Management: People and Procedures. Upper Saddle River, NJ: Merrill/Prentice Hall.

Taylor, J. M., Linder, T. W., & McGowan, J. R. (2009). Program Administrators Guide to Early Childhood Special Education: Leadership, Development, and Supervision. Baltimore: Paul H Brookes
Publication.

Management of Early Childhood Education Programs 185

 Research in Early Childhood Education

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4-5):

6.1.a. Articulate and discuss the latest developments in the specific field of practice
6.3.c. Manifest collaborative skills
6.3.d. Demonstrate innovative thinking 6.3e
6.3.f. Advocate for children’s rights, equity, community, nationalism, and democratic ideas
6.4.c. Contribute to the generation of new knowledge by participating in various research and development projects

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

186
 Course Information
Course Name Research in Early Childhood Education Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course focuses on understanding of research-based knowledge and principles in ECE. It also examines appropriate research design and methodology. 1.2.1
It also emphasizes the development of critical thinking and creative thinking/ and other higher order thinking skills through investigation of a significant
question or issue related to teaching in early childhood settings.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. apply research as a tool for problem solving and initiating positive change; 1.2.1
B. demonstrate knowledge and understanding of action research skills to develop critical, creative and higher order thinking skills; 1.2.1, 1.5.1
C. conduct action research related to teaching in early childhood education; and 1.2.1
D. value the importance of research based knowledge and principles of teaching and learning in early childhood education. 1.2.1

Research in Early Childhood Education 187

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Review of Research Basics
service teacher (PST) can:

a. describe research designs 1.2.1,  Conducting a review on the Basics  Short quiz on the Basics 5.1.1
and methodology for B, D of Research of research
conducting research in early
childhood; and 1.2.1,  Research Designs
b. give examples of completed B, D  Methods on Conducting Research
researches for each research
design and methodology.  Gathering abstracts of  Consolidated abstracts on 4.2.1
completed researches in Early completed researches with varied
Childhood Education using research designs and
varied research designs methodology

Week 2 At the end of the week, the pre- B. Research in Early Childhood
service teacher (PST) can: Education

a. choose the appropriate 1.2.1,  Choosing Research Topics in Early  Output: List of Possible Topics 5.3.1
topics in Early B, D Childhood Education based on based on the interest of the
Childhood Education the research areas and themes of ECE researcher
National Research Agenda for
Teacher Education (NRATE)
 Content Knowledge and its
application within and across
curriculum areas in ECE
 21st Century Competencies
and fluencies and the
teaching -learning process
 Teaching Strategies
that promote 21st
century competencies
in ECE
 Mother Tongue in ECE
 Learning Space
and Pedagogy
 The ECE learning Environment
 Understanding the Needs,
strengths and aspirations
of Diverse learners

Research in Early Childhood Education 188

  Partnerships between and
among schools and other
organizations in ECE
 Policies and Current Practices
in ECE
 Curricular Innovations in ECE
 Modes of assessment in ECE
 Professional Engagement
in the ECE Community
 Teaching Philosophy,
Attitudes and Values of
ECE Teachers
 Use of Technology in ECE
 Navigating Borderless Spaces
 Others

Week 3 At the end of the week, the pre- C. Types of Research

service teacher (PST) can:

a. demonstrate research skills 1.2.1,  Conducting a research in the  Output: listing of peer refereed 5.3.1
and ability to develop and B library by preparing a listing of (local and foreign) journals
implement applied research. peer refereed (local and foreign) relevant to early childhood
journals relevant to early education.
childhood education.

 Writing a Journal article review in  Output: Journal Article review in 4.2.1

one area of early childhood one area of early childhood
research. education with scoring rubric

Weeks 4-5 At the end of these weeks, the pre- D. Parts of the Research Paper
service teacher (PST) can:
1.2.1, 1. The Problem and
a. demonstrate critical B, C Its Background  Writing the draft of The Problem  Output: Draft of The Problem and 5.3.1
thinking skills in,  Introduction and Its Background Its Background
analyzing  Background of  Scoring rubric on the draft of
and writing the results of the Study the research paper
research and

Research in Early Childhood Education 189

  Theoretical/
Conceptual
Framework
 Objectives of the
Study or
Statement of the
Problem or both
 Assumptions –
(excluded in
clinical/laboratory/ha
rd sciences)
 Research Hypotheses
 Significance of
the Study
 Scope and
Delimitation
 Definition of Terms

1.2.1, 2. Review of Related

B, C Literature and  Writing the draft of Related  Output of Related Literature and 5.3.1
b. demonstrate critical thinking Studies Literature and Studies Studies
skills in terms of  Scoring rubric on the draft of
understanding, analyzing a. Thematic Approach the research paper
and write the results of  Paraphrase,
research. summarize and
synthesize all the
discussions based on
a logical
organization.
 Include local and
foreign literature and
studies relevant to
the research topic.
• Based on facts
(reliable and valid)
• Recent articles as
possible (within
five years of age)
Sufficient enough
to give insights
to the research -
Maximum of 15

Research in Early Childhood Education 190

 pages

1.2.1, b. Introductory paragraph

B, C  Research  Writing the draft of Research  Output of Research 5.3.1
Methodology Methodology, Procedures Methodology, Procedures and
 Research and Instruments Instruments
Procedures  Scoring rubric on the draft of
 Calibration of the research paper
Instrument
 Setting of the Study
 Subjects/Responden
ts of the Study
 Sampling
Techniques
 Research
Instruments
 Validation
of
Instrument
 Research Protocol
 Statistical Treatment
of Data
1.2.1,
B, C 3. Presentation, Analysis  Writing the draft of Presentation,  Output of Summary, 5.3.1
and Interpretation of Analysis and Interpretation of Conclusions and
Data Data Recommendations Presentation,
1.5.1, Analysis and Interpretation of
A, B, Data
C  Scoring rubric on the draft of
the research paper
1.2.1,
B, C 4. Summary, Conclusions 5.3.1
and Recommendations  Writing the draft of  Output of Summary,
 Summary Summary, Conclusions and Conclusions and
of Findings Recommendations Recommendations
 Conclusions  Scoring rubric on the draft of
1.5.1,  Recommendations the research paper
A, B,
C

6.3.1,

Research in Early Childhood Education 191

 5. Citing REFERENCES

B, C
 Citing References to substantiate  Output; List of references: 6.3.1
 research findings relevant to the research
6.3.1, 6. APPENDICES undertaken
B, C  Journal Article
 Letter of request for  Consolidated appendices 6.3.1
permission to
companies, schools,
agencies, institutions,
etc.
 Letter of Explanation
to Respondents
 Respondent’s
Information sheet
 Informed Consent;
Informed Assent
 Ethics approval
 Sample questionnaire
 Time table
 Proposed budget
 Statistical consultancy
form
 Updated curriculum
vitae
 Other relevant
documents

c. Writing research abstract

1.2.1, using IMRAD  Writing the research Abstract  Output: Research Abstract 1.2.1
B, C using
Introduction: Why did you start?  IMRAD
Methods: What did you do?
Results: What did you find?
Discussion: What does it
mean?
Conclusion: What can
be learned?

Research in Early Childhood Education 192

Weeks At the end of these weeks, the pre- E. The Research Process
6-17 service teacher (PST) can:

a. plan, design, write, propose 1.5.1,  Writing the draft of the Research  Scoring Rubric on the draft of 5.3.1
and defend a research A, B, Proposal the Proposal
proposal related to early C
childhood education.

Weeks At the end of these weeks, the pre- F. Conducting the Research
6-17 service teacher (PST) can:

a. demonstrate critical thinking 1.5.1,  Collecting data  Output: research paper with a 1.2.1,
skills in terms of in analyzing A, B,  Presenting, analyzing scoring rubric 1.5.1,
and writing the results of C or interpreting data 4.2.1,
research; and  Writing conclusions 5.1.1
and recommendations
b. undergo the research 1.5.1,
process by undertaking a 4.2.1,
study relevant to B, C
preschool education.

Week 18 At the end of the week, the pre- G. Thesis Defense

service teacher (PST) can:

a. demonstrate critical thinking 1.5.1,  Defending the research  Scoring Rubric on Thesis Defense 5.3.1
skills in terms of A, B,
understanding, analyzing C
and write the results of
research.

Research in Early Childhood Education 193

 Suggested References
Clark, Margaret Macdonald (1989). Understanding research in early education. New York: Gordon and Breach Science.

Cozby, Paul C. (2018) Methods in behavioral research. Thirteenth edition.

Espinosa, Linda M (2010). Getting it right for young children from diverse backgrounds: applying research to improve practice. Boston : Pearson Education.

Hancock, Dawson R. and Algozzine, Bob (2017). Doing case study research: a practical guide for beginning researchers /. Third edition.

Handbook of research-based practice in early education. (2013)

Mustajoki, Henriikka and Arto Mustajoki (2017). A new approach to research ethics : using guided dialogue to strengthen research communities.

Research in Early Childhood Education 194

 Family, School and Community Partnership

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.3.b. Demonstrate appreciation for diversity

6.3.c. Manifest collaborative skills
6.3.f. Advocate for children’s rights, equity, community, nationalism, and democratic ideas

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

195
 Course Information
Course Name Family, School and Community Course Code
Partnership
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course focuses on the diverse needs of the young child within the context of family, school and community anchored on the bio- ecological 6.1.1, 6.2.1,
framework. It examines the nature and scope of family-school-community partnerships including interdisciplinary relationships and their impact on 6.3.1, 6.4.1
learning and development of young children. It highlights the principles and strategies, initiatives and programs to help teachers build collaborative
relationships with parents, families and communities.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate an understanding of knowledge of early childhood learning environments which are responsive to community contexts; 6.1.1
B. examine the nature and scope of family, school and community partnership;
C. seek advice concerning strategies that build collaborative relationship with parents, guardians and wider community; and 6.2.1
D. demonstrate knowledge and understanding of schools policies and procedures to foster harmonious relationship with parents, families and the 6.4.1
wider community.

Family, School and Community Partnership 196

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Introduction to Home-
service teacher (PST) can: School-Community
Collaboration for the
a. explain what the three 1.1.1, Integral Development of  Discussing about what the three  Quiz on introduction to home- 1.1.1,
spheres of influence are, the 6.1.1, the Learner spheres of influence are, the school-community collaboration 6.1.1
dynamics among them, how A, B 1. Spheres of Influence dynamics among them, how for the integral development of
these dynamics affect the 2. Paradigm Shift from these dynamics affect the learner, the learner
learner, and demonstrate Working in Isolation to and demonstrate understanding
understanding of and Collaboration of and identify their role as
identify their role as teachers 3. What is Collaboration teachers in fostering partnership
in fostering partnership; and
b. use knowledge and 7.1.1,  Writing a position paper about  Position Paper with a scoring rubric 7.1.1
understanding from A, B introduction to home-school-
discussion in writing community collaboration for
a position paper. the integral development of the
learner

Week 2 At the end of the week, the pre- B. Collaborating with Families
service teacher (PST) can: 1. Building bridges with
families  Discussing about how to  Quiz on how to strengthen 1.1.1,
a. explain how to strengthen 6.2.1, 2. Opening communication strengthen the framework of the framework of caring and 6.2.1
the framework of caring and A 3. Knowing and caring and trust between trust between school and
trust between school and understanding school and home home
home; and families
 Listing possible ways to 6.2.1
strengthen the framework of  List of possible ways to
b. identify opportunities 6.1.1, caring and trust between strengthen the framework of
to build bridges and 6.2.1, school and home caring and trust between
understand family 6.4.1, school and home
perspectives. C, D  Inviting a resource speaker, a
preschool teacher to talk 4.1.1,
about opportunities to build  Reflection paper about the talk 6.1.1,
bridges 6.2.1,
and understand family 7.4.1
perspectives

Family, School and Community Partnership 197

Weeks 3-4 At the end of these weeks, the pre- C. Importance of
service teacher (PST) can: Parent Involvement
1. Home-School
a. explain how parent 1.1.1, Partnership  Discussing about  Quiz on parent involvement 1.1.1,
involvement and partnership 6.2.1,  Why? parent involvement 6.2.1
impacts the development of A, B  Key Characteristics
the learner, and  On What Issues
demonstrate understanding to Collaborate
of and identify their role as  Important Patterns
teachers in fostering  Our Role as Teachers
partnership; and  What Could
Go Wrong?
b. use knowledge and 7.1.1,  Writing a position paper about  Position Paper 7.1.1
understanding from A, B importance of parent
discussion in writing involvement
a position paper.

Weeks 5-6 At the end of these weeks, the pre- D. Modes of Home, School and
service teacher (PST) can: Community Linkages:
Comparison and Contrast
a. identify the kinds of home, 1.1.1, 1. Measuring Your Teacher  Discussing about modes of  Quiz on modes of home, school 6.1.1
school, and community 6.1.1, Attitudes home, school and community and community linkages 6.2.1
linkages, explain how each 6.2.1, 2. Models of Parent- linkages
one differs, explain the A, B School Relationship
possible result of each kind 3. School-based and Home-
of linkage, and demonstrate based Involvement
understanding of and 4. Six Types of Caring
identify their role as teachers
in fostering partnership;

b. seek advice concerning 4.4.1,  Interview report 4.4.1,

strategies that build C  Interviewing preschool teacher 4.5.1
relationships with about modes of home, school
parents/guardians and the and community linkages
wider community; and
analyze how teacher
attitudes affect their
actual practice;

Family, School and Community Partnership 198

 c. demonstrate knowledge 6.4.1,  Making an Analysis Paper on  Analysis Paper 1.5.1,
and understanding of D Teacher Attitudes and Practices in 4.5.1,
school policies and Fostering Home, School, and 6.4.1
procedures to foster Community Collaboration
harmonious relationship
with the wider school  Position Paper Writing  Position Paper
community; and 7.1.1
7.1.1,
d. use knowledge and A, B
understanding from
discussion in writing
a position paper.
Week 7 At the end of the week, the pre- E. Making Parent Connections
service teacher (PST) can: 1. Connecting before
school starts and
a. describe how to build strong 6.1.1, throughout the year  Discussing about partnerships  Quiz on making parent 6.1.1
partnerships through 6.2.1, 2. Visiting families at home with parents through connections
meetings and home visits; 6.4.1, 3. Conquering parent meetings and home visits
A conferences
4. Reinforcing family
b. explain how to 6.4.1, confidence  Researching about  Research report 1.2.1
establish productive, A 5. Scheduling parent chats parent conferences
happy, and 6. Supporting families in
c. cooperative parent stress
conferences; 1.4.1,  Conducting observations and  Observation report and list of 1.4.1,
4.5.1, creating a list of meaningful meaningful strategies, tips, and 4.5.1,
d. use meaningful strategies, 6.1.1, strategies, tips, and activities activities to connect school 6.1.1
tips, and activities to A, C to connect school and home and home
connect school and
home; and 1.5.1,  Creating a page for  Accomplished parent chat 1.5.1,
4.5.1, connecting with parents page and a scoring rubric 4.5.1
A, C
e. create “parent chats” to
build a network of
family support.

Family, School and Community Partnership 199

 Week 8 At the end of the week, the pre- F. Parents as Volunteers
service teacher (PST) can:

a. describe how parents can 1.1.1,  Conducting an Interview with a  Interview report and a scoring 1.1.1,
participate as volunteers. B,C, D parent volunteer and a teacher rubric 1.5.1,
and learn about how they work 4.5.1
together when parents
volunteer
Weeks 9-10 At the end of these weeks, the pre- G. Home-School Collaboration
service teacher (PST) can: in Practice: Case Studies and
Writing Workshop
a. describe different kinds of 1.1.1, 1. Kinds of Parents  Discussing about kinds of  Quiz on kinds of parents and 1.1.1
parents; A, B 2. Kinds of Communication parents and kinds of kinds of communication
3. Effective communication
b. discuss about kinds of 1.1.1, Communication  Interview report 4.5.1
communication and A, B  Interviewing and early childhood
the effective way of educator and seeking advance
communicating with on effective communication with
parents; and parents
5.4.1,  Progress Report Writing Activity 5.4.1
c. explain what a good A, B,  Doing case studies and
progress report is in writing, C, D writing workshop on progress
use sandwiching method report
and phrasing ideas
positively in writing.

Weeks At the end of these weeks, the pre- H. Home-School Collaboration

11-12 service teacher (PST) can: in Practice: Parent-Teacher
Conference (PTC)
a. use meaningful strategies, 1.4.1, 1. What to do BEFORE  Researching meaningful  Research report or list of the 1.2.1,
tips, and activities for parent 4.5.1, the PTC strategies, tips, and activities meaningful strategies, tips, and 1.4.1,
conferences; 6.4.1, 2. What to do DURING the for parent conferences and activities for parent conferences 4.5.1,
C PTC 6.4.1
3. What to do AFTER the
b. establish productive, 5.4.1, PTC  Conducting PTC Simulation  Simulation of Conducting a PTC 5.4.1,
happy, and cooperative 6.4.1, with a scoring rubric 6.4.1
parent conferences. A, D

Family, School and Community Partnership 200

Weeks At the end of these weeks, the pre- I. Relevance of the
13-14 service teacher (PST) can: Community and
Rationale for
a. explain how the 6.1.1, Collaboration  Discussing about how the  Quiz on relevance of the 6.1.1
community affects the A 1. What is a community? community affects the community and rationale
teaching and learning in 2. Community as a Context teaching and learning in the for collaboration
the classroom, how the of Teaching and classroom
community can help us in Learning
teaching; 3. The School and
6.1.1, Community  Discussing about an
b. demonstrate an A Partnership appropriate early childhood
understanding of 4. Conditions for Success learning environment or
knowledge of early 5. Rationale for community
childhood learning Collaboration  Community map 6.1.1
environments which are
responsive to community  Creating a community map
contexts; 6.1.1, of your hometown
A, B
c. describe how the
community can be of help  Position Paper with a scoring 6.1.1
in the education of the 6.1.1, rubric 1.5.1,
learner; A  Position Paper Writing 4.5.1
1.5.1,
d. identify what the 7.1.1, 5.1.1,
community has to offer; and A 7.1.1

e. use knowledge and

understanding from
discussion in writing
a position paper.
Weeks At the end of these weeks, the pre- J. Student Reports:
15-16 service teacher (PST) can: 1. Barriers to Home, School
and Community
a. research, analyze, judge, 1.2.1, Collaboration  Research about barriers to home,  Research report 1.2.1,
and integrate knowledge, 6.4.1, 2. Success Factors in Home, school and community 6.4.1
skills, and values learned A, B, School and Community collaboration
from the course geared C, D Collaboration  Conducting interviews with  Interview report 4.5.1
towards developing a 3. Some Indicators of preschool teachers about
deeper understanding of Success indicators and factors affecting
the dynamic potential of the the success of a homes, school,
tripartite collaboration and community collaboration
among home, school and

Family, School and Community Partnership 201

 the community to promote
the integral good of
learners.

Weeks At the end of these weeks, the pre- K. What is a Project Brief?
17-18 service teacher (PST) can:

a. design an educational 4.5.1,  Discussing about Project Life  Quiz on Project Life Cycle and 6.1.1
initiative appropriate for the 6.1.1, Cycle and the parts of a Project the parts of a Project Brief
needs of an identified 6.2.1, Brief
group, demonstrating one’s 6.4.1,  Designing an educational  Project Brief Writing 1.5.1,
understanding of the A, B, initiative appropriate for the 4.5.1
dynamic potential of the C, D needs of an identified group,
tripartite collaboration demonstrating
among home, school and one’s understanding of the
the community, as well as of dynamic potential of the tripartite
the knowledge and skills collaboration among home,
learned from the different school and the community, as
subjects in the BS CDE well as of the knowledge and
curriculum; and skills learned from the different
subjects in the BS CDE curriculum
b. explain existing laws and 6.3.1,
regulations that support A, D
their educational initiative.

Suggested References
Anderson-Butcher, D., & Ashton. D. (2004). Innovative models of collaboration to serve children, youth, families and communities, Children & Schools, 26 (1), pp 39-53. Database: Academic
Search Premier (12192658)

Decker, L.E., & Decker, V.A. (2000). Engaging families and communities: Pathways to educational success. Database: ERIC (ED446156)

Deslandes, R. (2006). Designing and implementing school, family, and community collaboration program in Quebec, Canada, School Community Journal, 16 (1), pp. 81-106: ERIC (EJ794805).

Dodge, N., Keenan, S., & Lattanzi, T. (2010). Strengthening the capacity of schools and communities to serve students with serious emotional disturbance. Journal of Child and Family Studies, 11
(1), pp.23-34. Database: Academic Search Premier (6768455).

Elder, J.O. (2000). Support for the shared leadership of collaborative action teams through training of teams, local facilitators and development of resource materials. Database: ERIC (ED442206).

Goos, M. (2004). Home, school, and community partnerships to support children’s numeracy. Australian Primary Mathematics Classroom, 9 (4), pp. 18-20. Database: Academic Search Premier
(15253976).

Family, School and Community Partnership 202

Grant, K., & Ray, J. (2016). Home, school, and community collaboration: Culturally responsive family engagement. Thousand Oaks, CA: SAGE.

Griffin, D., & Steen, S. (2010). School-family-community partnerships: Applying Epstein’s theory of the six types of involvement to school counselor practice. Professional School Counseling,
13(4). Database: Academic Search Premier (49546318).

Home-school relations: Working successfully with parents and families (Case studies). (1998). Boston: Allyn and Bacon.

Keyes, M.C., & Gregg, S. (2001). School-community connections: A literature review. Database: ERIC (ED459047).

Landsverk, R.A. (2003). Creating a community approach to serving four-year-old children in Wisconsin. Public Awareness Packet. Database: ERIC (ED478471).

Maryland State Department of Education, Baltimore (2003). Maryland’s plan for family, school, and community involvement: Recommendations for reaching academic success for all students
through family, school, and community partnerships. Database: ERIC (ED497875).

Milak, D.A. (2001). Windows of opportunity for at-risk children through preschool early intervention. Database: ERIC (ED457962).

National Center for School Engagement (2012). What Research Says About Home-School-Community Partnerships. Source: htttp://www.ndpc-
sd.org/documents/2012ITS/family_school_community_partnerships.pdf.

Phi Delta Kappan (2010). School/Family/Community Partnerships: CARING FOR THE CHILDREN WE SHARE. Phi Delta Kappan, 92 (3), pp. 81-96. Database: Academic Search Premier (55171400).

Regional Educational Laboratories Early Childhood Collaboration Network (1999). Community in early childhood: A framework for home, school, and community linkages. Revised Edition.
Database: ERIC (ED445784).

Rudo, Z., Achacoso, M., & Perez, D. (2000). Collaborative action team process: Bringing home, school, community, and students together to improve results for children and families. Final
Research Report. Database: ERIC (ED449258).

Stelmach, B. (2004). Unlocking the schoolhouse doors: Institutional constraints on parents and community involvement in a school improvement initiative. Canadian Journal of Educational
Administration and Policy, 31. Database: ERIC (EJ848224).

Taylor, L., & Adelman, H.S. (2000). Connecting schools, families, and communities. Professional School Counseling 3(5), pp. 298-307. Database: ERIC (EJ627609).

Wei G. (2006). Teacher’s attitude towards parental involvement in selected government kindergarten in China. USA: Pennsylvania State University.

World Bank, coord. (200). Community partnerships in education: Dimensions, variations and implications based on the International Consultative Forum on Education for All as part of the
Education for All Assessment 2000.

Yermanock-Streib, L. (2010). Inviting families into classroom: Learning from a life in teaching. New York: Teachers College Press.

Family, School and Community Partnership 203

 Content and Pedagogy in Mother Tongue

Institution Name of Institution Date Last Revised

Logo College Name Revision Date
Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 76, s. 2017 p. 4):

6.2.b. Demonstrate mastery of subject matter/discipline

6.3.a. Demonstrate high level of content and pedagogical knowledge
6.3.b. Demonstrate appreciation for diversity
6.3.f. Advocate for children’s rights, equity, community, nationalism, and democratic ideas

Class Information Instructor's Information

Section Instructor's
Name
Schedule Office
Designation
Time Office Hours

Venue Office
Telephone
Term E-mail Address

204
 Course Information
Course Name Content and Pedagogy in Mother Course Code
Tongue
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs covered

This course discusses on the philosophical and legal basis of Mother Tongue-Based Multilingual Education (MTB-MLE) program. It highlights the elements 1.1.1
of Mother Tongue, appreciation of local literature, and use developmentally appropriate language teaching strategies for the Mother Tongue to facilitate 6.3.1
teaching and learning.

Course Learning Outcomes BTIs covered

At the end of the course, the pre-service teachers can:

A. demonstrate knowledge and understanding on the philosophical and legal bases of MTB-MLE;
B. utilize varied differentiated teaching in the Mother Tongue, Filipino and English to facilitate teaching and learning; 1.6.1, 3.1.1
C. appreciate the use of local literature to enhance literacy skills and to strengthen the use of MTB-MLE (1.4.1) and nurture and inspire learner 1.4.1, 2.4.1
participation;
D. show skills in the selection, development and use of variety of teaching and learning resources including ICT to address the learning goals 4.5.1
of Mother Tongue;
E. demonstrate familiarity with a range of strategies for communicating learner needs and progress in the use of Mother tongue; 5.4.1
F. demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups; 3.5.1
G. implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-economic and religious backgrounds; 3.2.1
H. demonstrate an understanding of the range of verbal and non-verbal classroom communication strategies that support learner 1.7.1
understanding, participation, engagement and achievement; and
I. demonstrate knowledge of the design, selection, organization and use of diagnostic, formative and summative assessment strategies consistent 5.1.1
with curriculum requirements.

Content and Pedagogy in Mother Tongue 205

 Time Intended Learning Outcomes (ILOs) BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment Activities
Week 1 At the end of the week, the pre- A. Theoretical /Philosophical
service teacher (PST) can: Foundations of Mother
Tongue
a. identify the theories and 1.6.1,  Interactive Discussion on  Short quiz on the theories and 5.1.1
philosophical foundations of A Theoretical /Philosophical philosophical foundations of
mother tongue; Foundations of Mother mother tongue
b. explain the application of Tongue
the theories
philosophical bases of
teaching mother tongue;
and 1.6.1,
c. demonstrate knowledge A
and understanding on the
theoretical philosophical
foundations of mother
tongue.
Week 2 At the end of the week, the pre- B. Legal Bases of Mother
service teacher (PST) can: Tongue

a. discuss the legal bases of

mother tongue; and 1.6.1,  Panel Discussion on the  Scoring rubric (reflection paper) 4.2.1
b. write a reflection on the A legal Bases of Mother on the legal bases of mother
legal bases of mother Tongue tongue
tongue.

Week 3 C. Researches of Teaching

At the end of the week, the pre- and Learning in the
service teacher (PST) can: Mother Tongue

a. reflect on experiences of 1.6.1,  Sharing of the results of a. Synthesis on the shared research 1.2.1
teaching and learning in A researches on the benefits findings
the mother tongue; and of mother tongue

b. synthesis researches on 1.2.1,  Conducting an interview on b. Scoring rubric on an interview on 4.2.1

teaching and learning in A the experiences of Teaching the experiences of Teaching and
the mother tongue. and Learning Mother Tongue Learning Mother Tongue

Content and Pedagogy in Mother Tongue 206

  Writing of reflection paper on  Reflection paper and a scoring 1.5.1,
the experiences of those rubric 5.1.1
interviewed
Week 3 At the end of the week, the pre- D. Elements of Mother
service teacher (PST) can: Tongue

a. identify the elements 1.6.1,  Making a concept map on  Accomplished concept map by
of mother tongue; and A, B the Elements of Mother groups
b. create a concept map on the Tongue  Scoring rubric (concept maps) 1.5.1
elements of mother tongue.

Week 4 E. Mother Tongue- Based

Multi lingual Framework:
Its Implementation in  Panel Discussion on  Scoring rubric
Early Childhood Education  Mother Tongue- Based  Panel Discussion on Mother
Multi lingual Framework: Its Tongue- Based Multi lingual
Implementation in Early Framework: Its Implementation
Childhood Education in Early

Week 5 At the end of the week, the pre- F. Guiding Principles for
service teacher (PST) can: Teaching and
Learning MTB – MLE
in Early Childhood
a. expound on the Guiding 1.6.1, Education  Dyadic Discussion on the  Scoring rubric on 5.3.1
Principles for Teaching and A Guiding Principles for Teaching  Dyadic Discussion on the
Learning MTB – MLE in Early and Learning MTB – MLE in Early Guiding Principles for Teaching
Childhood Education; and Childhood Education and Learning MTB – MLE in Early
b. cite situations for each Childhood Education
guiding principle.

Week 6 At the end of the week, the pre- G. Integrating Macro Skills in
service teacher (PST) can: Mother Tongue Lessons

a. Identify the Macro Skills in  Watching Videos on  Scoring rubric on demonstration 5.3.1
Mother Tongue Lessons; integrating the 4 macro Skills in lessons
and teaching mother tongue

Content and Pedagogy in Mother Tongue 207

 b. Integrate the macro Skills in 1.6.1,  Conducting Group
Mother Tongue through A, B, Demonstration lessons on 4
demonstration lessons. C macro skills

Week 7 At the end of the week, the pre- I. The Teaching of

service teacher (PST) can: (Language) Literature
and How to Teach It
a. demonstrate the skills in 1.6.1,  Ilokano  Conducting Lesson Exemplars  Scoring rubric on demonstration 5.3.1
teaching (specify the A, B,  Ibanag  Watching video clips lessons
language); and F, G,  Pangasinan
H  Kapampangan
b. conduct lesson exemplars in  Sambal
the teaching of ( Language  Tagalog
Literature).  Tausug
 Hiligaynon
 Bikolano
 Masbateño
 Aklanon
 Others

n.b. (only the language particular

to the place)

1. Conventions of the
(Language Literature)

Week 8 At the end of the week, the pre- J. Appreciation of

service teacher (PST) can: Local Literature
1. Folktales
a. implement teaching 2. Poetry  Conducting demonstration  Scoring rubric on demonstration 5.3.1
strategies that are 3.2.1, 3. Modern Stories lessons for each of the: lessons
responsive to the learners’ B, F, 4. Biographies  Folktales
linguistic, cultural, socio- G 5. Non fiction  Poetry
economic and religious 6. Graphic Novels (comics)  Modern Stories
backgrounds;  Biographies
 Non fiction
b. demonstrate an  Graphic Novels (comics)
understanding of the 1.7.1,
range of verbal and non- H

Content and Pedagogy in Mother Tongue 208

 verbal classroom
communication

strategies that support

learner understanding,
participation, engagement
and achievement; and

c. demonstrate knowledge of
teaching strategies that 3.5.1,
are inclusive of learners F
from
indigenous groups.
Weeks At the end of these weeks, the pre- K. Developmental
9-10 service teacher (PST) can: Appropriate Language
Teaching Strategies in
a. show skills in the selection, 4.5.1, MTB – MLE in Early  Conducting individual  Scoring rubric on 4.5.1
development and use of D, F Childhood Education /group demonstration demonstration
variety of teaching and lessons lessons
learning resources including
ICT to address the learning
goals of Mother Tongue.

Weeks At the end of these weeks, the pre- L. Development of

11-14 service teacher (PST) can: Instructional Materials
in mother tongue
a. show skills in the selection, 4.5.1, 1. big books  Designing and developing of  Scoring rubric on 4.5.1
development and use of D, F 2. small books Instructional Materials: big and instructional materials
variety of teaching and 3. electronic materials small books, electronic and
learning resources including 4. other materials other materials
ICT to address the learning
goals of Mother Tongue.

Content and Pedagogy in Mother Tongue 209

Weeks At the end of these weeks, the pre- K. Planning and Executing
15-17 service teacher (PST) can: Lessons in the Mother
Tongue
a. identify learning 4.2.1,  Writing Lesson Plans In  Scoring Rubric for Lesson Plans 1.6.1
outcomes are aligned with D, E, Mother Tongue 4.2.1
learning competencies; F, G,
and H

1.7.1,
b. write lesson exemplars in D, E,
mother tongue. F, G,
H

Week 18 At the end of the week, the pre- L. Assessment of Learning

service teacher (PST) can: with (Language) as a
Medium of Instruction  Constructing of  Traditional / 5.5.1
a. identify the nature and 5.5.1, 1. Nature and Purpose Various Assessments Authentic assessments
purposes of E, I of Assessment
assessment; 2. Levels of assessment
b. explain the levels of 3. Use of Multiple
assessment Measures for Different
c. use levels of multiple Levels of Measurement
measures for different levels
of measurement; and
d. demonstrate knowledge
of the design, selection,
organization and use of
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.

Content and Pedagogy in Mother Tongue 210

 Suggested References
Books:
Alcudia, F., Bilbao, P. P., Dequilla, M. V., Germinal, A. D., Rosano, D. A., & Violeta, M. M. (2016). Mother Tongue: For Teaching and Learning. Quezon City: Lorimar Publishing.

Giron, P. R., Aguirre, R., Flojo, O. C., Gutierrez, M. M., & Llagas, A. T. (2016). Teaching and Learning Languages and Multiliteracies: Responding to the MTB-MLE Challenge. Quezon City: Lorimar
Publishing.

West Visayas State University Press. (2015). Primer in Teaching Mother Tongue: Hiligaynon. Iloilo, Philippines: West Visayas State University Press.

Journals:
Sahin, I. (2018). A look at mother tongue education in the context of the right to education. Educational Research and Reviews, 13(9), 343-353. https://eric.ed.gov/?
q=pedagogy+in+mother+tongue&id=EJ1178270

Jorolan-Quintero, G. (2018). Oral traditions: an aid to implementation of mother tongue-based multilingual education in the Philippines’ basic education programme. International Review of
Education, 64(6), 759-777. https://eric.ed.gov/?q=pedagogy+in+mother+tongue&pg=6&id=EJ1197707

Ozfidan, B. (2017). Right of knowing and using mother tongue: a mixed method study. English Language Teaching, 10(12), 15-23. https://eric.ed.gov/?
q=pedagogy+in+mother+tongue&id=EJ1159129

Halpern, Mark (2016). How children learn their mother tongue: they don’t. Journal of Psycholinguistic Research, 45(5), 1173-1181. https://eric.ed.gov/?
q=pedagogy+in+mother+tongue&pg=5&id=EJ1112004

Metila, R. A., Pradilla, L. S. & Williams, A. B. (2016). The challenge of implementing mother tongue education in linguistically diverse contexts: the case of the Philippines. Asia-Pacific Education
Researcher, 25(5-6), 781-789. https://eric.ed.gov/?q=pedagogy+in+mother+tongue&pg=3&id=EJ1180912

Mata, L. (2014). Pedagogical competencies for mother-tongue teacher education. Educational Sciences: Theory and Practice, 14(1), 341-352. https://eric.ed.gov/?
q=pedagogy+in+mother+tongue&pg=3&id=EJ1038700

Lartec, J. K., Belisario, A. M., Bendanillo, J. P., Binas-o, H. K., Bucang, N. O. & Cammagay, J. W. (2014). Strategies and problems encountered by teachers in implementing mother tong ue-based
instruction in a multilingual classroom. IAFOR Journal of Language Learning, 1(1). https://eric.ed.gov/?q=pedagogy+in+mother+tongue&id=EJ1167236

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© 2020. Teacher Education Council and Research Center for Teacher Quality

212
 The documents presented in this compendium are outputs of the collaborative efforts of the selected Centers of Excellence
(COEs) and Centers of Development (CODs) in Teacher Education. The COEs/CODs are lead writers/developers in specific
programs and secondary writers/developers for the rest of the programs.

Content and Pedagogy in Mother Tongue 213