CURRICULUM

IMPLEMENTATION
DIVISION
PANGASINAN DIVISION 1
CORNELIO R. AQUINO, Ed. D.
CHIEF EDUCATION SUPERVISOR
OMNIBUS POLICY ON
KINDERGARTEN
EDUCATION
DepEd Order No. 47, s. 2016
Kindergarten Education (KE) is the
first stage of compulsory and
mandatory formal education which
consists of one (1) year of
preparatory education for children
at least five (5) years old as
prerequisite for Grade One (Section
6, IRR of RA 10533).
Kindergarten Catch-Up Education Program
(KCEP) refers to the various educational
delivery modes and interventions for
children above five (5) years who are
caught in difficult circumstances and/or
extreme poverty that they missed
schooling, attending Day Care Service, or
any kind of early childhood learning
opportunity.
Kindergarten Curriculum
Guide (KCG) is also known
as the Standards and
Competencies for Five (5)
Year Old Filipino Children.
There are competencies or
skills in the seven (7)
developmental domains
for holistic development of
children.
Teacher’s Guide (TG) formerly known as the
National Kindergarten Curriculum Guide, or the
Forty (40)-Week Curriculum is the primary
reference of Kindergarten teachers in carrying
out the day to day teaching and learning
processes. It contains suggested play- and
theme-based activities for the different blocks
of time per day, within a week and in the span
of forty (40) weeks.
Developmental Domains refer to the seven (7)
learning areas in the Kindergarten curriculum namely:
1) Language, Literacy, and Communication
(Wika, Karunungan sa Pagbasa at
Pagsulat);
2) Socio-Emotional Development
(Pagpapaunlad ng Sosyo-Emosyunal at
Kakayahang Makipamuhay);
3) Values Development (Kagandahang
Asal);
4) Physical Health and Motor
Development (Kalusugang Pisikal
at Pagpapaunlad sa Kakayahang
Motor);
5) Aesthetic/Creative
Development (Sining);
6) Mathematics (Matematika),
and;
7) Understanding of the Physical
and Natural Environment (Pag-
unawa sa Pisikal at Natural na
Kapaligiran)
Developmentally Appropriate Practice
(DAP) is an approach to teaching based on
child development and early childhood
education research. It is the application of
knowledge and skills to suit the age,
individuality, and the social and cultural
backgrounds of each learner. This practice
allows teachers to modify their teaching
strategies to respond to diverse learner
needs.
Medium of Teaching and Learning
(MOTL) refers to the Language of
Instruction (LOI) or Medium of
Instruction (MOI) where Mother
Tongue of the learners shall be the
primary language used in teaching
and learning in Kindergarten.
PURPOSES AND DEFINING
FEATURES OF
KINDERGARTEN
EDUCATION
• The Kindergarten Education (KE)
Program aims that all five year old
children achieve the standards and
competencies expected of them,
taking into account their diverse
backgrounds, prior knowledge and
experiences, skills, attitudes,
personal traits, and interests.
• Concommitant to the goal of the
Kindergarten Education Program is
the promotion, protection
and maintenance of the
health and nutritional
status of children.
• The Kindergarten Education Program adopts
the general principles of the National Early
Learning Framework (NELF). These guiding
principles provide the philosophical and
theoretical foundation for teaching and learning
in the early years. Below are the general
principles of the NELF:
i. On Child Growth
and Development
a. Every child is unique. Growth and
development vary from child to child,
for whom the first eight years of life are
most vital. S/he has an innate desire to
learn, and this is best done through
meaningful and real experiences.
 b. Every aspect of growth and
development is interrelated and
interdependent. The child needs to be
nurtured in a good and caring
environment that enhances healthy and
dependable relationships with other
children and most significant adults.
 c. The learning and development of
every child involve a series of complex
and dynamic processes that are best
attended to in a more positive and
responsive manner.
 d. The child must be
encouraged to aspire beyond
one’s own level of achievements
and to practice newly acquired
practices.
 e. Every child is a thinking,
moving, feeling, and interactive
human being able to actively
participate in the learning and
development of self in the context of
one’s family and community,
including cultural and religious
beliefs.
ii. On

Learning
a. The learning program is child-
centered. It promotes the holistic way by
which young children grow and develop,
and recognizes the role of families and
communities in supporting the child
through various stages of growth and
development.
b. The learning program is appropriate
for developing the domains, and must
sustain interest in active learning of all
young children including those with
special abilities, in marginalized
situations, and/or those at risk.
c. The learning program is implemented
by way of diverse learning activities that
may be enhanced with multimedia
technologies such as interactive radio,
audio and/or video content, and
information and communications
technology-enhanced activities.
d. The use of learning materials and
other resources that are locally
developed and/or locally available is
The mother tongue
encouraged.
shall be used as the child’s
language of learning.
 iii. On
Learning
Assessment
a. Assessment is done to monitor
learning, know where the child is
at, and inform parents of the
child’s progress.
b. Assessment is crucial to
identifying the child’s total
development needs and does not
determine academic
achievement.
c. Assessment is best conducted
on a regular basis so that a timely
response or intervention can be
made to improve learning.
d. The results of the learning
assessment of a child shall be kept
strictly confidential. Ratings should
be more qualitative or descriptive,
and less numerical.
e. The family and community must
be informed of the general outcomes
of learning so as to encourage
further cooperation and
partnerships.
Defining Features of the
Kindergarten Education
Program
A. The Kindergarten Education
program must be engaging,
creative, child-centered, and
follow developmentally
appropriate practices which
immerse the learners in
meaningful experiences.
B. Children learn best through
play and active involvement in
concrete and meaningful
experiences.
C. Children continuously
develop in all domains in a
holistic way. When progress is
noted in one developmental
domain, it will consequently
impact on other domains.
D. The Mother Tongue of the
learner shall be the primary
medium of teaching and
learning in Kindergarten
(Section 5, RA 10157).
Program Components
KINDERGARTEN CURRICULUM
• The Kindergarten curriculum has
been crafted using the thematic or
integrative approach to curriculum
development in a spiralling learning
process. This approach employs
integrative and interactive teaching-
learning strategies as well as child-
centered learning experiences.
 The items in rectangles show the
theoretical bases for teaching-learning in the early
years, which are founded on constructivism,
integrative, thematic, collaborative, inquiry-based,
and reflective teaching in play-based approaches
with application of the Developmentally Appropriate
Practices (DAP); these support the principles of child
growth and development, and the learning program
development and assessment.
The circles, on the other hand, signify the
system of how Kindergarten Education is to be
employed. The interlocked ellipses represent the
learning domains that have to be nurtured and
equally imparted to holistically develop children. It
also forms a flower that portrays the gradual
unfolding but steady development, as is expected of
every child. The child is seen as being in the process
of blossoming like a flower bud whose development
should not be forced lest it lose its chance to fully
mature.
The domains are enclosed by the Learning
Areas children will meet in Grade One onward, for
which they are being prepared. The outermost layer
indicates the Curricular Themes upon which the
Teacher’s Guide is designed.
C. Kindergarten Education
is contextualized to
address the specific
circumstances of
diverse learners with the
curriculum enhanced in
relation to their context.
• i. Kindergarten Madrasah Curriculum (KMC) is
also based on the KCG and patterned after the
way the Teacher’s Guide is designed. The only
difference is the integration of Arabic
Language and Islamic Values Education (ALIVE)
concepts. This curriculum is for Muslim
Kindergarten learners enrolled in elementary
schools with ALIVE classes.
• ii. For schools in indigenous communities
or with a dominant number of
indigenous learners, guidance in
contextualizing the Kindergarten
Curriculum Guide is provided for in the
Indigenous Peoples Education (IPEd)
Curriculum Framework
(DepEd Order No. 32, s. 2015).
iii. Kindergarten Catch-Up Education Program
(KCEP) Curriculum is designed for learners
who have not undergone Kindergarten
Education due to difficult circumstances. They
include but are not limited to children who
are displaced because of armed conflict,
urban resettlement, and disasters, with
chronic illness, and victims of abuse and child
labor practices.
 Instruction:
Teaching
Methodologies and
Strategies
A. Mother Tongue is the primary MOTL in
Kindergarten.
B. Learning activities are organized into
thematic units or teaching themes. Thematic
units integrate concepts and skills from the
seven (7) developmental domains. The themes
include - Myself, My Family, My School, My
Community, and Other Things Around Me.
C. Kindergarten follows a class program known as the
Blocks of Time (See Table1). Following the daily routine
helps children feel safe while supporting and
encouraging them to take risks and work cooperatively
with others. The Kindergarten teacher observes and
documents children’s learning as they are involved in
the learning activities. Many outcomes of Kindergarten
curriculum are reinforced once daily routines are
practiced. This system of organizing the children’s
learning experiences can be appropriately
contextualized in relation to the social and cultural
realities in their community.
Block of Time No. of Description of Learning Sample competencies
Minutes Activities linked to daily routine

Arrival 10 Period of individual,

peer or group
exploration of the
Fine motor skills
such as scribbling,
drawing, building
time different play areas
or activity centers in
with
molding
blocks,
figures
the using play dough
classroom while Language literacy
waiting for the and communication
other skills such as using
children to arrive. greetings and polite
expressions Socio-
emotional skills
such as autonomy,
working with theirs,
and self-regulation.
Block of Time No. of Description of Sample
Minutes Learning Activities competencies
linked to daily
routine

Meeting 10 Introductory Language,

Time 1 or Literacy, &
preparatory Communicat
activities for ion Skills
the day such as
which following
include: instructions,
class circle expressing
for ideas,
teacher- participating
guided in
Block of Time No. of Minutes Description of Sample
Learning competencies
Activities linked to daily
routine

Work Period 1 10 Children work in Numeracy skills

small groups, in such as
pairs, or recognizing and
individually writing
on either numerals,
teacher assigned comparing
or child initiated quantities, etc.
activities. Work and Study
Skills such as
ability to
accomplish tasks
within allotted
time, ability to
stay focused.
Block of Time No. of Minutes Description of Sample
Learning competencies
Activities linked to daily
routine

Meeting Time 2 10 The children are Language,

once Literacy, and
again gathered Communication
by the Skills
teacher as a such as
whole following
group. Also a instructions,
time to recalling
prepare for information
washing
hands before
eating
snacks.
Block of Time No. of Minutes Description of Sample
Learning competencies
Activities linked to daily
routine

Recess 10 Nourishing Personal

break for Autonomy or
the learners. self-help skills
Proper (feeding
etiquette for self, use of
eating utensils, etc.)
will be part of Fine motor skills
the such as
as this break is opening lids and
facilitated.
Block of Time No. of Minutes Description of Sample
Learning competencies
Activities linked to daily
routine

Quiet Time 10 During this time, Following

children can rest instructions
or
engage in
relaxing
activities.
Block of Time No. of Minutes Description of Sample
Learning competencies
Activities linked to daily
routine

Stories/ 15 This is a teacher Language,

guided Literacy and
Rhymes/ interactive Communication
Poems/ read-aloud Skills
Songs activity for such as recalling
stories, rhymes, story
poems, or songs. details, relating
personal
experience to
story
events, etc.
Block of Time No. of Minutes Description of Sample
Learning competencies
Activities linked to daily
routine

Work Period 2 40 Children work in Cognitive Skills

small groups, in e.g.
pairs, or identifying
individually attribute of
on either objects match,
teacher assigned sort, arrange
or child initiated objects in
activities.. sequence
according to a
specific
attribute;
reasoning and
problem solving
skills
Block of Time No. of Minutes Description of Sample
Learning competencies
Activities linked to daily
routine

Indoor/Outdoor 20 Activities include Gross and Fine

Games sports, simple Motor Skills such
athletics, as balancing,
movement running,
activities, and throwing,
outdoor catching
games. Receptive and
Expressive
Language Skills
such as
following
instructions,etc.
Block of Time No. of Minutes Description of Sample
Learning Activities competencies
linked to daily
routine
Meeting Time 3 5 Children are given Language, Literacy
time to pack away. and
Teachers synthesize Communication
The child’s learning Skills
experiences. such as expressing
Reminders and feelings, describing
learning extensions experiences,
are also given following
during instructions, etc.
this period. Self-help skills such
as
packing own things,
return things to the
proper place, etc.
Total 180 minutes
THANK YOU!