1. VARIOUS PRESCHOOLS PROGRAMS /Models Public Preschool Programs  21 SRA PROV.(SOCIAL REFORM AGENDA) – WIH 714 REGULAR Ps ITEMS HANDLING 1,428 CLASSES WITH AN ENROLMENT OF ABOVE 42,000 PS CHILDREN ( 873NEW ITEMS)

2. VARIOUS PRESCHOOLS PROGRAMS /Models Public Preschool Programs  Ptca (parents teachers and community assisted )  Pscs (preschool service contracting scheme – AN ALTERNATIVE SCHEME ENGAGING PRIVATE SCHOOLS AND QUALIFIED ngoS NATIONWIDE AT Php 300/ child )

3. VARIOUS PRESCHOOLS PROGRAMS /Models Public Preschool Programs  Early Intervention Programs for Children with Special Needs 1. Headstart program for creative, 1. Headstart program for creative, Gifted and Talented Pupils Gifted and Talented Pupils 2 Early Intervention Program 2 Early Intervention Program for Children with Disabilities for Children with Disabilities  DAY CARE CENTERS  PRIVATE PS

4. ALTERNATIVE PRESCHOOL  COMMUNITY - BASED  LGU - BASED  CHURCH - BASED  NGO - BASED

5. SY 2006=07 ENROLLMENT  DEPED(SRA) 42,640  PSCS 134,500  PTCA/LGU 449,222 TOTAL 626,562 TOTAL 626,562  PRIVATE 394,889

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

8. PART II UNDERSTANDING THE EARLY CHILDHOOD EDUCATION CURRICULUM IRENE CERTEZA DE ROBLES BEE-DEPED,PASIG CITY

9. QUALITY A. Standards Development of Curriculum Standards for 5- year Olds

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

11.  Measures development of basic competencies on the following domains: basic competencies on the following domains: Gross & Fine Motor Gross & Fine Motor Receptive Receptive /Expressive Language /Expressive Language School Readiness Assessment Tool

12. Cognitive Cognitive Sensory Discrimination & Seriation/ Sensory Discrimination & Seriation/ Classification Classification Concept Formation Concept Formation Numeracy Numeracy Reading Readiness Reading Readiness Construction & Visual Integration Construction & Visual Integration School Readiness Assessment Tool

13. Analysis……..  The result of the pre-assessment shows that only 38% of the Grade 1 entrants are READY and 62% NOT READY  The post-assessment result shows that 62% of pupils found not ready is reduced to 23%

14.  The positive results may be attributed to the utilization of the 8-week ECE curriculum Analysis……..

15. Challenges…  Improve effectiveness of organized ECCD programs in preparing children to be ready for school through: - Standards for curriculum and - Standards for curriculum and service providers (day care service providers (day care workers and preschool workers and preschool teachers) teachers)  Continuous assessment on school readiness of all Grade 1 entrants

16. Key Policy Decisions  Policy on requiring all Grade I entrants to have ECE experience (selected Day Care Centers for 5 year old using DepEd preschool curriculum)  Adopt policies for allocating NGO funding for ECCD to co-finance LGU programs meeting standards and reaching priority clientele

17. CURRICULUM STANDARDS FOR FIVE-YEAR OLDS

18. I. What are STANDARDS? Statements are used as a basis of comparison in measuring or judging capacity, quality, value, or quantity. Standards are qualitative in nature and specify the levels to be attained in the teaching learning transactions

19. II. Different Types of Standards I. II. III. IV. V. VI. Early Learning Standards Parenting Standards Teacher Standards Social Indicators Access to Services Systemic Effectiveness

20. I. I. Early Learning Standards Example: The child is able to develop basic concepts pertaining to constancy, quantity and uses these as basis for categorizing materials in his / her environment. Defines what the Filipino five year old will be able to be prepared for life

21. I. What are INDICATORS ( PALATANDAAN )? Signals that show whether the standards has been attained. They provide a way of measuring and communicating the impact or result; These maybe qualitative or quantitative.

22. I. I. Competencies/ Indicators Example: Identify and label objects according to - color - shape - size - length - height - weight - position Defines what the Filipino five year old will be able to be prepared for life

23. Walk thru CURRICULUM STANDARDS FOR FIVE- YEAR OLD FILIPINO CHILDREN