Republic of the Philippines

WESTERN MINDANAO STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
EARLY CHILDHOOD EDUCATION

AS22 ECE21 Management of Early Childhood Education Program

GROUP 5 4As

Members:
Lim, Marisol A.
Lubaton, Levie May M. Course Instructor:
Maulana, Sheham A. Dr. Ryan Cabangcala
Miramontes, Fria Amor O.

TOPIC: Program

ACTIVITY:
“Raise Your Answer”

 The class will be divided into 6 groups. Each group will be given an envelope that contains materials
like manila paper and marker that they will use during the activity.
 The presenter will flash the scrambled words in a paper.
 Each group will choose 1 representative who will write the correct word on the provided paper. These
representatives will automatically write their answer as soon as they were able to crack the scrambled
letters. After writing, the representative will have to raise their paper. After that, the group will share
their knowledge regarding the words.
 The penmanship should be LEGIBLE.

The following are the scrambled letters:

SCRAMBLED LETTERS CORRECT WORD

ANALYSIS:

 How did you find cracking the scrambled letters? How did your group strategize the way you will
answer?
 Among the words, which one do you find interesting? Why?
 Which word did your group find it hard to articulate your thoughts, and why?

ABSTRACTION:

c. Planning: The Preschool and Kindergarten (of program planning)

1. Review of developmental characteristics and needs
2. Characteristics of a developmentally appropriate program

Program Planning in Early Childhood Education

 Planning in early childhood education is about laying the foundations for the child’s future with the
curriculum in the mainstream primary education setting.
  It is about setting your environment to maximize the opportunities for learning to take place and about
shaping your resources into a plan or ‘map’. This would typically include materials, spaces, furniture, other
staff members, children, and time.
 When focusing on the integration of ICT in early childhood education planning is about ensuring that ICT is
viewed as a tool to support and enhance teaching and learning and not simply as a skill to be learned and an
‘add-on’ to the curriculum.
 The planning and delivery of learning programmed in ECD in this regard enables you to thread ICT
imaginatively through all early learning goals thus enhancing the quality of what is being taught and learned.
Early Learning-Kindergarten team members need to be flexible in their planning and delivery of The Kindergarten
Program. The diverse backgrounds of children will contribute to their variations in knowledge, skills and attitudes.
Early Learning-Kindergarten team members need to recognize each child’s uniqueness and adjust their teaching
strategies so that all children can achieve the learning expectations.
In planning teaching/learning opportunities for the child, team members should do the following:
 provide hands-on, relevant and stimulating activities and experiences;
 employ movement exploration, guided discovery, problem-solving and critical-thinking strategies;
 use strategies that promote integrated learning;
 allow children to handle, explore and experiment with materials/equipment;
 include class, small-group and individual activities;
 strike a balance between Early Learning–Kindergarten team-initiated and child-initiated activities;
 consult with parents, caregivers, resource teachers, etc., to identify and seek ways to accommodate the
needs, interests, abilities and learning styles of all children in the class; and
 provide frequent and meaningful opportunities to practise and develop movement skills.
Learning Through Play
The Kindergarten Program describes the strong link between play and learning, and discusses the importance of
play in the early learning program. Through play, children can learn and develop problem-solving skills, language
acquisition, literacy and numeracy, as well as social, physical and emotional skills. They can explore their
environment and become immersed in activities in which they can learn about themselves and others. Children
need to be able to explore with their bodies and acquire developmentally appropriate physical skills in a positive
learning environment. Play provides opportunities for learning in contexts where children are most receptive.
https://ophea.net/early-learning-resource/program-planning (Jan. 29, 2024)
Preschool and Kindergarten Developmental Characteristics and Needs
Preschool to Kindergarten: Stage 1 (3 – 6 years)
Children aged three to six are sensorial explorers. These children are catered for in Stage 1 (3 – 6 years) Preschool to
Kindergarten.
A Director’s comprehensive understanding of the characteristics of children from 3 – 6 years informs the set-up of a
carefully prepared environment, facilitating the tuition of core curriculum categorized as Practical Life, Sensorial,
Language and Literacy and Mathematics.
Characteristics of Children 3 – 6 Years
A thorough awareness of the developmental characteristics of the children at 3 – 6 years of age (the second plane of
development) helps us to understand the:

 role of the adult in the child’s education.

 necessary components of the prepared learning environment.
 most beneficial materials and activities needed to meet the child’s social/intellectual potentials.
 possible obstacles to the children’s learning.
 potential opportunities to build the child’s independence.
The characteristics of children between 3 – 6 years old:
Physical characteristics

 Astonishing physical growth of the body and neural growth in the brain.
  Refinement of body movements and fine-motor control.
 Highly active sensory organs. The child is a ‘sensory explorer’.
 Particular connection to touch and utilizing the hand to develop the mind.
 Increased vulnerability to illness.
Psychological characteristics
The 3 – 6 year old child integrates vast amounts of knowledge and impressions through interactions and experiences
within his/her environment, this is called the Absorbent Mind. The child does not discern what to absorb and what to
ignore; all impressions are absorbed into the child’s mind and attribute to forming the child’s personality/sense of
self/intelligence.
Between the ages of 3 – 6 the child’s intelligence is developed through activity.
Sensitive periods for learning present during this period. A sensitive period is a ‘window of time’ in a child’s
development where he/she is drawn to particular activities and the mind is most sensitive/able to absorb particular
skills or learning experiences. The child from 0 – 6 has a sensitive period for language, order, perception and
movement.
The formation of the individual occurs from 0 – 6 years. From 0 – 3, this is unconscious creation; from 3-6, the child
is a conscious worker. The child completely adapts to their time and culture.
Social characteristics
Children between the ages of 3 – 6 are parallel learners. That is, they learn individually and independently of one
another but work alongside each other in a community. Children in this stage have a strong sense of self, of ‘me’ and
‘mine’. They are egocentric and experience the world from one perspective: their own.
The reasoning mind has not developed in a child 3 – 6 years of age and they are not able to think abstractly or ‘put
themselves in someone else’s shoes’, until the second plane of development.
Children in this stage have a strong need for physical order, predictability and structure within their environment.
Many opportunities for communication must be provided for this age group.
Other Characteristics:
Feelings and behaviour
At this age, preschoolers are exploring and learning to express emotions. They do this in many ways – for example, by
talking, using gestures, making noises and playing.
Preschoolers also like to be around people. Your child might want to please and be like preschool-age friends.
Imaginary friends could be important to your child too. As part of getting along with others, you might hear your child
saying sorry, agreeing to rules and being pleased when good things happen to other people.
When it comes to cooperating, your child is likely to be more helpful. By the time your child is 5 years old, they’ll
probably have more control over their behaviour and emotions and fewer tantrums.
Your child might feel anxious about starting school. Talking to your child about this and even visiting the school
together can help to ease any worries.
In this year, your child might hide the truth about things sometimes or even start telling lies. For example, they might
say ‘I didn’t do it’ even when they did. This is a typical part of preschooler development.
Playing and learning
Play is important because it’s still how children learn and explore feelings.
When it comes to play, your child likes to sing, dance and act. Your child also loves make-believe play and is learning
the difference between fantasy and reality. Your child might also try different roles and behaviour, like being a doctor
or getting married.
You might also notice that your child has a sense of humour and enjoys jokes and funny stories.
Your child is starting to become more aware of their gender. Your child might also be very curious about bodies – their
own and other people’s. For example, you might find your child looking at their own and other children’s genitals. A
combination of natural curiosity and role-playing is usually a typical part of childhood sexual behaviour. But if you’re
concerned about a child’s sexual behaviour, it’s a good idea to talk with a GP, a paediatrician or another qualified
health professional.
Talking
Children’s language develops a lot at 4-5 years. You might notice that your child loves telling stories and having
conversations. Your child might also tell you how they feel, talk about their ideas, ask a lot of questions and say words
that rhyme.
At 4 years, preschoolers know hundreds of words and can use 5-6 words or more in sentences. You can understand
what your child is saying all the time.
By 5 years, preschoolers can speak more clearly and will know, understand and use even more words, often in more
complex sentences of up to 9 words. Your child understands most things you say and can follow multi-step, complex
instructions.
Daily life
Dressing themselves and going to the toilet independently is quite easy for children at this age. Also, your child can
probably use a fork, spoon and sometimes a knife – for example, to spread butter on bread. But you still need to
supervise and help your child with tasks like brushing teeth.
Moving
Preschoolers love moving and being active. Your child is getting better at walking down steps (maybe using the rail)
with alternating feet, throwing, catching and kicking a ball, running, climbing, jumping, hopping and balancing on one
foot.
Your child might also develop some new gross motor skills – for example, skipping, jumping backwards or jumping
while running.
Your child’s fine motor skills are improving too. Your child can cut with child-safe scissors and write their first name
and some letters. Your child might also be able to draw a circle and make detailed drawings of people with body parts
and clothes.
https://raisingchildren.net.au/preschoolers/development/development-tracker/4-5-years (Retrieved Jan. 29, 2024)
Characteristics of a developmentally appropriate program
Exploring developmentally appropriate practice
"Developmentally appropriate practice requires both meeting children where they are—which means that teachers
must get to know them well —and enabling them to reach goals that are both challenging and achievable."
As a practitioner caring for children, it is your responsibility to seek out and intentionally plan the best opportunities
for children that support their over-all wellbeing and healthy development. The practices that you use when working
with young children need to embrace the most current, effective approaches in learning and development. These can
be described as best practices, thoughtful teaching, quality practices, or Developmentally Appropriate Practices
(DAP). DAP comes from a deep history in early education, research, and what many describe as "good thinking."
DAP: A decision-making tool
As an early childhood professional working with young children, you are a decision-maker, and you will make many
decisions about the children in your program on a daily basis. Understanding DAP - its meaning and intentional
practices - is essential in guiding the decisions you will make for young children. Developing the skills to make good
decisions for children relies on building knowledge about individual children and child development principles
combined with knowledge of effective early learning practices. These are the core considerations in developmentally
appropriate practice.
Knowledge of individual children and child development principles
DAP is informed by three areas of knowledge that are critical components in making good decisions for children.
1. Child development appropriateness
Child development follows general, sequential patterns and is interrelated across domains (cognitive, physical, social
and emotional). Know and understand milestones and sequences of development in all domains and use child
development information for planning and identifying activities, environments, experiences, and strategies (for
large/small groups or individuals) to best promote growth and learning.

2. Individual appropriateness
Each child is an individual and develops in her own, unique way. Know each child's strengths, abilities, needs,
challenges, interests, temperament, and approaches to learning. Know their individual skills, ideas and joys. This can
be done through time spent together (conversations, etc.), observation, assessment, work samples, documentation, and
information from families and past teachers/programs.
3. Social and cultural appropriateness
All children are of culture. Know each child's cultural and family background - his unique family, values, language,
lifestyles, and beliefs. Ensure that the experiences you provide respect these and are meaningful for each child/family.
What makes sense to children is their own culture and teachers must consider this, along with overall child
development and learning program.

Knowledge of effective early learning practices

DAP focuses on five key areas of early learning practices:
 Creating a caring community of learners. Build positive and responsive relationships between children, staff,
and families, both among groups and within the program, to create a community that supports all children as
they develop and learn to their capacity in all domains.
 Teaching to enhance development and learning. Provide a balance of teacher-directed and childinitiated
activities and plan experiences that meet individual needs, interests, and learning goals.
 Planning curriculum to achieve important goals. Develop a written curriculum that reflects developmental
milestones and appropriate early learning goals for children and that supports individualized learning.
 Assessing children's development and learning. Link assessment to curriculum and early learning standards
and use authentic assessment methods to measure a child' s progress.
 Establishing reciprocal relationships with families. Work in partnership with families to learn about each
child, to develop two-way communication, and to establish supportive relationships with all families.

Characteristics-Of-A Developmentally Appropriate Environment

NAEYC (National Association for the Education of Young Children) states, "Developmentally Appropriate Practice is
informed by what we know from theory and literature about how children develop and learn." In its Developmentally
Appropriate Practice Key Messages of the Position Statement, NAEYC shares the following in defining DAP:
Developmentally appropriate practice requires both meeting children where they are—which means that teachers must
get to know them well —and enabling them to reach goals that are both challenging and achievable."
All teaching practices should be appropriate to children's age and developmental status, attuned to them as unique
individuals, and responsive to the social and cultural contexts in which they live.
DAP focuses on five key areas of early learning practices:
•Creating a caring community of learners. Build positive and responsive relationships between children, staff, and
families, both among groups and within the program, to create a community that supports all children as they develop
and learn to their capacity in all domains.
•Teaching to enhance development and learning. Provide a balance of teacher-directed and childinitiated activities and
plan experiences that meet individual needs, interests, and learning goals.
•Planning curriculum to achieve important goals. Develop a written curriculum that reflects developmental milestones
and appropriate early learning goals for children and that supports individualized learning.
•Assessing children's development and learning. Link assessment to curriculum and early learning standards and use
authentic assessment methods to measure a child' s progress.
•Establishing reciprocal relationships with families. Work in partnership with families to learn about each child, to
develop two-way communication, and to establish supportive relationships with all families.

Planning in the Primary Schools

Planning in schools occurs at many levels. The ultimate aim of any plan is to bring about continuing and progressive
improvements in pupil learning and achievement.
At school level, planning should help the school to provide for implementation of the curriculum and also detail
school policy and procedure relating to a number of key areas so that continuity and progression in pupils’ learning are
promoted. At classroom level, planning should ensure sufficient preparation to support high quality teaching and
learning and support learning for all pupils.

Whole School Planning

Planning at whole school level involves the development of both curriculum plans and organisational policies.
Section 21 of the Education Act (1998) mandates that schools shall make arrangements for the preparation of a plan
and shall ensure that the plan is regularly reviewed and updated. The Act also requires schools to plan in accordance
with the most recent departmental updates and to communicate the plan to all stakeholders, including parents.
School planning therefore is based on the rationale that planning should address identified priorities from within the
school itself, based on knowledge of the learning needs of the pupils and an on-going commitment on the part of the
school community to continuously improve the provision for those pupils. Schools and teachers should decide on the
best approach to planning based on their own individual contexts.

Curriculum Planning
In planning for the implementation of the curriculum, schools will need to consider the nature and purpose of each
curricular area. The whole school plan should be developed collaboratively and should provide information to support
teacher planning. Curriculum plans should be available to all staff and parents and are often published on a schools
website.

Organizational Planning
Planning at an organisational level is influenced by policy, guidelines and local arrangements. There are number of
mandated policies which a school must have in place. A list of these policies can be found here along with links to
supporting resources. Schools may have additional policies in place to detail local arrangements and share protocol
and procedure with school personnel and the wider school community.
Classroom Planning
In the overall context of school planning, teachers will plan for implementation of the curriculum in the classroom.
This planning will be informed by the school plan but will more importantly, be based on a concern for the strengths,
needs, interests and abilities of the children in the class.
All teachers have a professional responsibility to plan in accordance with the Rules for National Schools (1965) and
the Teaching Councils Code of Professional Conduct for Teachers.
Features Of A Good Primary School
Every child has a unique personality and different learning style. The social and academic needs also differ from one
child to another. Hence, it is important to choose a good primary school for children to ensure their all-round
development. A primary education should combine proper classroom programs with individual needs catered to
different students so that the students enjoy attending schools. A primary school contributes towards building a positive
attitude to education.
Here is a list of essential features of a good primary school to help you decide on where to send your child.

· The curriculum
The curriculum is an important factor in evaluating the standard of a school. Even in the early years, the curriculum
should be designed for the children so that they can explore full learning opportunities and experiences. The curriculum
of the primary schools in Ipswich must be engaging, authentic, flexible and challenging. The students should be
engaged in different problem-solving situations. Sometimes, they are taught by incorporating play and different
physical activities.
· Teaching
The reputation of a school massively depends on the expertise of its teachers. In fact, most of the skilled and
experienced teachers are attracted to the popular primary schools. Most of those teachers are trained or experienced
with the teaching patterns of primary education. Hence, they can guide the children for overall development in different
spheres of life.
· Facilities
It is quite natural that the best primary school must provide their students with the best facilities. When choosing a
school, you need to consider their sports facilities, the catering facilities, and infrastructure. For example, if you send
your child to an Ipswich boys school, he gets involved in different education and lifestyle programs. These activities
will ultimately help him develop self-worth and confidence.
· Location and Transport
Location is an important factor in deciding a good primary school. Sometimes, the good primary schools are aligned
with good transport. If the school provides transport, more students and teachers are attracted to that school.
When parents send their children to a primary school for the first time, it is important to consider relevant features of
different educational institutions so that they can choose the best for their children.
School-age children development
School-age child development describes the expected physical, emotional, and mental abilities of children ages 6 to 12
years.
School age child development is a range from 6 to 12 years of age. During this time period observable differences in
height, weight, and build of children may be prominent. The language skills of children continue to grow and many
behavior changes occur as they try to find their place among their peers. As always, safety is important in school age
children and proper safety rules should be enforced in and out of the school area.

PHYSICAL DEVELOPMENT
School-age children most often have smooth and strong motor skills. However, their coordination (especially eye-
hand), endurance, balance, and physical abilities vary.
Fine motor skills may also vary widely. These skills can affect a child's ability to write neatly, dress appropriately, and
perform certain chores, such as making beds or doing dishes.
There will be big differences in height, weight, and build among children of this age range. It is important to
remember that genetic background, as well as nutrition and exercise, may affect a child's growth.
A sense of body image begins developing around age 6. Sedentary habits in school-age children are linked to a risk
for obesity and heart disease in adults. Children in this age group should get at least 1 hour of physical activity per
day.
There can also be a big difference in the age at which children begin to develop secondary sexual characteristics. For
girls, secondary sex characteristics include:

Breast development
Underarm and pubic hair growth
For boys, they include:
Growth of underarm, chest, and pubic hair
Growth of testicles and penis

SCHOOL
By age 5, most children are ready to start learning in a school setting. The first few years focus on learning the
fundamentals.
In third grade, the focus becomes more complex. Reading becomes more about the content than identifying letters
and words.
An ability to pay attention is important for success both at school and at home. A 6-year-old should be able to focus
on a task for at least 15 minutes. By age 9, a child should be able to focus attention for about an hour.
It is important for the child to learn how to deal with failure or frustration without losing self-esteem. There are many
causes of school failure, including:
Learning disabilities, such a reading disability
Stressors, such as bullying
Mental health issues, such as anxiety or depression
If you suspect any of these in your child, talk to your child's teacher or health care provider.

LANGUAGE DEVELOPMENT
Early school-age children should be able to use simple, but complete, sentences that contain an average of 5 to 7
words. As the child goes through the elementary school years, grammar and pronunciation become normal. Children
use more complex sentences as they grow.
Language delays may be due to hearing or intelligence problems. In addition, children who are unable to express
themselves well may be more likely to have aggressive behavior or temper tantrums.
A 6-year-old child normally can follow a series of 3 commands in a row. By age 10, most children can follow 5
commands in a row. Children who have a problem in this area may try to cover it up with backtalk or clowning
around. They will rarely ask for help because they are afraid of being teased.

BEHAVIOR
Frequent physical complaints (such as sore throats, tummy aches, or arm or leg pain) may simply be due to a child’s
increased body awareness. Although there is often no physical evidence for such complaints, the complaints should be
investigated to rule out possible health conditions. This will also assure the child that the parent is concerned about
their well-being.
Peer acceptance becomes more important during the school-age years. Children may take part in certain behaviors to
be part of “the group.” Talking about these behaviors with your child will allow the child to feel accepted in the group,
without crossing the boundaries of the family’s behavior standards.
Friendships at this age tend to be mainly with members of the same sex. In fact, younger school-age children often
talk about members of the opposite sex as being “strange” or “awful.” Children become less negative about the
opposite sex as they get closer to adolescence.
Lying, cheating, and stealing are all examples of behaviors that school-age children may “try on” as they learn how to
negotiate the expectations and rules placed on them by family, friends, school, and society. Parents should deal with
these behaviors in private with their child (so that the child’s friends don’t tease them). Parents should show
forgiveness, and punish in a way that is related to the behavior.
It is important for the child to learn how to deal with failure or frustration without losing self-esteem.
SAFETY
Safety is important for school-age children.
School-age children are highly active. They need physical activity and peer approval, and want to try more daring and
adventurous behaviors.
Children should be taught to play sports in appropriate, safe, supervised areas, with proper equipment and rules.
Bicycles, skateboards, in-line skates, and other types of recreational sports equipment should fit the child. They should
be used only while following traffic and pedestrian rules, and while using safety equipment such as knee, elbow, and
wrist pads or braces, and helmets. Sports should not be played at night or in extreme weather conditions.
Swimming and water safety lessons may help prevent drowning.
Safety instruction regarding matches, lighters, barbecues, stoves, and open fires can prevent major burns.
Using an appropriate car seat and wearing seat belts is the most important way to prevent major injury or death from a
motor vehicle accident.
PARENTING TIPS
If your child’s physical development appears to be outside the norm, talk to your provider.
If language skills appear to be lagging, request a speech and language evaluation.
Keep close communication with teachers, other school employees, and parents of your child’s friends so you are
aware of possible problems.
Encourage children to express themselves openly and talk about concerns without fear of punishment.
While encouraging children to participate in a variety of social and physical experiences, be careful not to over-
schedule free time. Free play or simple, quiet time is important so the child does not always feel pushed to perform.
Children today are exposed, through the media and their peers, to many issues dealing with violence, sexuality, and
substance abuse. Discuss these issues openly with your children to share concerns or correct misconceptions. You may
need to set limits to ensure children will be exposed to certain issues only when they are ready.
Encourage children to participate in constructive activities such as sports, clubs, arts, music, and scouts. Being
inactive at this age increases the risk for lifetime obesity. However, it is important not to over-schedule your child. Try
to find a balance between family time, school work, free play, and structured activities.
School-age children should participate in family chores, such as setting the table and cleaning up.
Limit screen time (television and other media) to 2 hours a day.
TIPS FOR AN EFFECTIVE AND SUCCESSFUL AFTERSCHOOL PROGRAM
The definition of an effective afterschool program
There is no consensus about the definition or structure of an effective or successful program. However, there is some
agreement about various elements that can go into creating one.

 Programs that take a developmental approach show a relationship between program attendance and
improved school performance and behavior.
 Those programs with the most holistic approach also have academic benefits.
 Afterschool music and art enrichment programs for younger children help them develop concentration and
other skills that improve academic performance.
It appears that programs following a strictly academic approach do not address all the needs of the students in
attendance. An effective program considers the whole child, not just his or her scholastic achievement.

The elements of a successful program

Most afterschool programs are expected to promote academic performance, and indeed, a good program will do so.
Such programs improve children’s attitudes toward school and increase their attendance rates. They have fewer
tardies, lower drop-out rates, and achieve higher test scores and grades.

However, as shown above, an effective program takes a holistic approach.

 A social-emotional development approach focuses on improving social skills, self-concept issues, initiative,
and leadership skills. Results include better social and communication skills, improved relationships with
peers and teachers, and increased self-sufficiency, self-esteem, and self-confidence. Depression and anxiety
are reduced as are behavioral problems.
 Crime, drug, and sex prevention programs acknowledge that the hours between the end of school and the end
of the parent’s workday are peak hours for juvenile crime and victimization. Participation in an afterschool
program takes children and teens off the streets and places them in a safe environment where they can learn
how to avoid negative outcomes.
 Programs promoting health and wellness work on reducing childhood obesity by modeling and teaching
general health and fitness behaviors. These programs keep children active and teach better food choices,
reducing their body mass index and blood pressure.
The neighborhood school is an essential part of the village helping to raise those children who have fewer resources.
Afterschool programs in communities with more supports in place for children and teens are still a welcome addition
to their overall health and social learning.
Tips to achieve a successful afterschool program
The best model for an effective afterschool program has a youth development framework rather than a deficit-based or
risk-behavior model. Like most youth, children and teens respond best to positive reinforcement and being told what
they can do better than they react to being told what not to do.

Tip: The #1 rule is being fair at all times

Children and teens have a finely-honed sense of fairness. It only takes one perception of what they see as an “unfair”
act to damage their trust in the adults of the program. Be as transparent as you can when explaining any exceptions to
rules and why the rules are not being followed in any situation.
Safety tips

 Prepare detailed rules and game objectives, ensuring all participants understand the expectations of behavior.
  Develop necessary modifications for each activity to ensure safety and provide the ability for any participant
to take part.
 Have plenty of space for the activity. Tag in a small room is not safe.
 Group children as equally as you can to level the playing field and keep from giving one team an
overwhelming advantage.
 Use non-toxic art supplies.
Activity selection tips

 Choose games that foster friendship and collaboration over highly competitive games.
 Choose small group activities most of the time to create more opportunities for active participation.
 Allow participants to suggest new activities for the group.
 Ask for feedback about an activity at the end to measure engagement. Ask what worked, what didn’t
work, and what everyone learned about themselves.
 For art activities, never use anything that creates a permanent mark or stain. The parents will thank
you.

Participation encouragement tips

 Reduce the emphasis on winning.

 Encourage questions about the rules and how the activity is performed.
 Have pre-activity ice-breakers to foster relationships before the activity begins.
 Participate in the activity yourself to show interest and observe the group’s interaction.
 Encourage older participants to take leadership roles, model and encourage participation, and gather
feedback.
 Allow children to decide whether and when to participate.
 Emphasize the value of trying something outside the participant’s comfort zone if there is hesitance.
 Engage children at every step of the activity to eliminate distractions during periods of waiting.

Communication tips

 Reward cooperative and polite behavior. Handle conflicts and negative behavior in a positive
manner.
 When explaining a new activity, limit distractions from noise and use plain language. Demonstrate
as you go.
 Provide opportunities for brief problem-solving activities the group must work toward together.
 Set realistic goals for each child and reinforce with positive communication.
 Post the daily schedule and provide reminders about transitions throughout the period to prepare
everyone for the change.
 Model skills and behaviors you wish to see. Encourage older participants to be models, too.
 Do not single out participants for their actions in a negative way and praise everyone after the
activity is complete.

Organizational tips

 Reduce wait times during individual activities to mitigate anxiety from social comparisons.
 Work in small groups and divide the space into stations to make more effective use of time and
materials.
 Develop flexible space with a variety of options for leisure activity so children can find a spot
comfortable for them to decompress.
 Have the participants clean up after themselves to encourage responsibility.
 End activities at their peak to maintain interest and engagement. The activity will be all the more
welcome the next time you offer it.
Ultimate List of Enrichment Activities, After-School Classes & Programs
What is an enrichment activity or class?
Enrichment is an experience where kids can extend their learning to improve or enhance skills, knowledge, and
well-being. After-school enrichment activities and classes can include academics, sports, arts, and more, and are
offered with the goal of providing entertainment and enjoyment, while sharpening and fleshing-out student skill
sets.
Even more exciting are the benefits that kids get mentally and emotionally. As they build skills, they’re learning
problem-solving skills that they can apply in other situations. While they work through the challenges of learning
something new, they also prove to themselves that they can accomplish hard things, which is a huge confidence
builder.
Depending on the type of program your child is enrolled in, they may get to interact with other kids during
enrichment activities. This allows them to participate in social and emotional learning (SEL). SEL is a process
through which children and teens gain knowledge, skills, and attitudes that help them develop healthy identities and
manage their emotions. SEL also teaches kids how to achieve their goals, make responsible decisions, and show
empathy for others.

Types of after-school enrichment activities

Board games
When it comes to activities, the goal isn’t purely entertainment, so while board games are great and can hold kids’
attention, parents should strive for options that require deeper levels of thinking.

Arts and crafts

When you hear “arts & crafts” you may immediately think about glue, paper shreds, and big messes. But, these
activities can certainly be enriching, especially if they involve creating something new and different, or something
innovative if kids are given a prompt and only a set amount of resources, etc.

Sports, Dance and Exercise

Enrichment doesn’t have to be only about the “brain,” in which something like e-sports coaching might be a perfect
fit, it can also be about the body. Not to mention that exercise offers awesome benefits for both the body and mind.
Now, this could really be any sport, but I’m trying to keep in mind the fact that many kids are stuck at home—often
on their own. So, basketball is one of the easier sports for kids to play at length on their own.

Math
The last thing many kids want to do is to have to go through a day that involves math in school, and then be tasked
with more math during their after-school enrichment time.
So, look to make math fun, which means turning to supplemental activities that have a math component in order to
“sneak” in the skill-building, for lack of a better term.

Photography
Photography is more than just a fancy word for taking pictures. It can be an involved, enriching activity if
approached correctly. For instance, a photographer can adopt a particular theme and style, where they specialize in
taking certain types of photos and expand on their style using Photoshop.
Cooking and Baking
As we discussed above, cooking and baking can help kids learn important math skills in a fun way. Getting in the
kitchen can also provide a sense of accomplishment as kids learn how to create food from basic ingredients. They’ll
learn important fine motor skills as they work on measuring, stirring, and chopping. You’ll also get the chance to
provide some useful information on healthy eating while in the kitchen.
Gardening
Gardening is an entertaining way for kids to get outside without having to go too far. They can have fun getting a
little dirty while also learning lessons in science. Growing their own food can also instill a sense of appreciation for
the food they find on their plates every day.
Creative Writing
Writing is a wonderful enrichment activity because it doesn’t take much to get started, and the opportunities are
endless. Meaning, a child can sit down with a pen and paper or word processor, and with a prompt, can write
creatively on what they’re tasked with.

Managing Program Quality

1. Department of Education
The Department of Education (DepEd) continues to make substantial investments in basic education
through various programs for all Filipino learners.

Secretary of Education Armin Luistro underscored the department’s commitment to ensure that no learner
shall be left behind. “Our mandate is to provide every Filipino child with access to quality education,”
Luistro said. He added that DepEd’s programs have always been directed at promoting inclusive and
learner-centered education for Filipinos.

In its mission to expand access to quality education, the Philippine government has enacted the Kinder
Basic Education Act and the Enhanced Basic Education Act in February 2012 and May 2013, respectively.
Since the institutionalization of the K to 12 program, DepEd has made strides in its implementation.

The introduction of universal kindergarten in 2011 led to the increase of kindergarten enrolees—from
1.64M in SY 2010-2011 to 2.29M in SY 2013-2014.

Following the implementation of kindergarten was the roll-out of enhanced curriculum for Grades 1 & 7 in
SY 2012-2013, Grades 2 & 8 in SY 2013-2014, and Grades 3 & 9 in SY 2014-2015. The entire K to 12
curriculum has been completed in February 2014.

In 2012 and 2013, DepEd rolled out the SHS modeling program in 56 schools in different parts of the
country to prepare for its full implementation in 2016. The selected schools offer four main tracks—
Academic, Technical-Vocational, Sports, and Arts and Design. The pioneer batch of the SHS modeling
programhas graduated in May 2014. At present, over 10,000 students are enrolled in DepEd’s senior high
school (SHS) modeling program for SY 2013-2014.

In SY 2013-2014, DepEd also assisted more than 809,000 students in private schools under the Government
Assistance for Students and Teachers in Private Education (GASTPE), a program wherein the government
enables eligible students to pursue secondary schooling in private schools through the provision of a fixed
annual subsidy to cover tuition and other school fees. The Department increased the subsidy for students in
private schools outside Metro Manila—from P6,500 to P7,500. DepEd is targeting to increase its coverage
this year with a total projected grantees of 995,000 representing 50% of students enrolled in private high
schools.
 DepEd also gives prime importance to Indigenous Peoples (IP) and Muslim learners. Through the
Philippines’ Response to Indigenous Peoples and Muslim Education (PRIME) program, DepEd expanded
access to education to more than 100,000 IP and Muslim learners in the last three years.

To further advance services for all Filipino learners, DepEd boosted its Information and Communications
Technology (ICT) initiatives which include the mapping of schools and library hubs nationwide. Of the
46,603 public schools nationwide, 84% have already been mapped. Of the 9,855 registered public schools
with libraries, around 9,000 have already been mapped while 153 of the 188 library hubs in the country
have also been geolocated.

Together with local and international education partners and public school teachers, DepEd developed the
Learning Resources Management and Development System (LRMDS), an online library containing
downloadable and free teaching and learning materials. These learning materials are tied in with the
curriculum to ensure relevance and appropriateness.

Luistro stressed that these ICT initiatives will help the Filipino learners have more access to relevant, up-to-
date and quality education materials. “It also provides a database to our educators where they can derive
their lesson from. These materials will assist them in their lesson plans, and may also give an array of
contextualized classroom discussion,” he said.

To ensure that learner needs are met, DepEd has completely addressed the 2010 backlogs in textbooks and
seats, attaining a 1:1 students to textbook, and student to school seat ratio in 2012. Moreover, DepEd has
constructed 66,813 classrooms from 2010-2013, closing the 66,800 classroom backlog.

The Department has also created over 102,600 teacher items from fiscal year (FY) 2010-2013, which
translated to around 25,000 new positions created every year. With this, DepEd has doubled the average
number of teaching positions created in previous budget years.

Furthermore, DepEd targets to complete the ongoing construction and procurement of water and sanitation
facilities by the end of the year.

Luistro said that DepEd remains steadfast in its commitment to enhance and transform basic education for
all Filipinos.

2. ECCD Council
1 Quality ECCD Programs - The Way Forward.pdf
2. A Program Presentation of the ECCD Council “The child is one of the most important assets of the
nation. Every effort should be exerted to promote his welfare & enhance his opportunities for a useful and
happy life.” (Art. 1, P.D.603)
3. A Program Presentation of the ECCD Council
 refers to the full range of health, nutrition, early education and social services development programs that
provide for the basic holistic needs of young children from 0 to age 4, and to promote their optimum growth
and development
 involves a multifaceted process of development: physical, cognitive, emotional, social and spiritual
covering the period from pregnancy through the transition from home or ECCD programs into primary
school
 as an outcome, in ECCD, a child is “physically healthy, emotionally sound, socially competent and ready
to learn” Early Childhood Care and Development
1964 – A UNICEF Project under SWA 1978 – PD 1567 a DCC in every barangay 1987 – RA 6972 a total
development and protection of children program 1991 – RA 7160 or The Local Government Code 2000 –
RA 8980 a comprehensive policy and a National ECCD System 2009 – EO 778 established the ECCD
Council for the 0 – 6 years old 2009 – EO 806 reaffirmed functions and powers of the CWC pursuant to PD
603 and EO 233 2013 – RA 10410 Early Years Act of 2013
THE EARLY YEARS ACT OF 2013 (RA 10410) “An act recognizing the age from zero (0) to eight (8)
years as the first crucial stage of educational development and strengthening the early childhood care and
 development system, appropriating funds therefor and for other purposes” Approved by the President last
March 26, 2013
FEATURES OF EYA 2013
Declaration of Policy (Sec. 2) To promote the rights of children to survival, development and special
protection with full recognition of the nature of childhood and as well as the need to provide
developmentally appropriate experiences to address their needs and to support parents as primary caregivers
and children’s first teachers.
Declaration of Policy (Sec. 2) Children ages zero (0) to eight (8) as first crucial stage of educational
development of which

EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD) COUNCIL’s responsibility are

children ages zero (0) to four (4). children ages five (5) to eight (8) years shall be with the (DepED)
STRENGTHENING THE ECCD COUNCIL (Sec. 8) Strengthening of ECCD Council to ensure the
State’s focus on building a strong foundation for the development and learning of 0-4 year old children
Ensuring sustained inter-agency and multi-sectoral collaboration

3. NAEYC
The National Association for the Education of Young Children (NAEYC) is a professional membership
organization that works to promote high-quality early learning for all young children, birth through age 8,
by connecting early childhood practice, policy, and research.

Finding a quality early childhood program for your child can be overwhelming. Will my child be safe? Will
they like it? What’s the student to teacher ratio? Keeping your eye out for programs with a NAEYC
accreditation can help steer you in the right direction.

First, what is NAEYC? The National Association for the Education of Young Children (NAEYC) is the
largest nonprofit organization that represents early childhood educators, families of young children,
policymakers, and advocates in the United States.

Second, who founded the NAEYC? The NAEYC was first created by Patty Smith Hill out of the concern
over the quality of the various nursery schools that were being established in the 1920s.

In 1985, NAEYC began their accreditation process, serving as an essential tool that families across the
United States have relied on to find high-quality early childhood education for their young children. All
NAEYC-accredited child care facilities share the belief that your children’s high-quality experiences at
home, in child care, and at school are fundamental for school readiness, academic success, and future adult
achievement.

What is NAEYC and why is it important?

Finding a NAEYC accredited program can help parents find the highest quality early childhood experiences
for their children. NAEYC is focused on promoting high-quality learning by supporting the rights and needs
of children through high-quality educational services. Accredited programs have demonstrated that they
provide a safe and healthy environment for children, have highly qualified and well trained teachers ,
excellent teaching materials, and a curriculum that is appropriately challenging and developmentally sound.
A NAEYC accredited program has all of the resources necessary, for both families and teachers alike, to
allow children to thrive in an enriching environment dedicated to helping them reach their potential.

How can they guarantee these elements crucial to your child’s success? The 10 standards of excellence.

10 NAEYC Standards of Excellence

NAEYC promotes high-quality learning by connecting practice, policy, and research dedicated to ten
different standards of excellence. These principles lay the foundation of NAEYC and professional standards
and are the prerequisites to accreditation.
Relationships: Promote positive relationships between all children and adults to encourage each person’s
sense of individual worth.
Curriculum: Implement a curriculum that fosters all areas of child development: cognitive, emotional,
language, physical, and social.
Teaching: Use developmentally, culturally, and linguistically appropriate and effective teaching approaches.
Assessment of Child Progress: Provide ongoing assessments of each child’s learning and development and
communicate the child’s progress to the family.
Health: Promote the nutrition and health of children and protect children and staff from illness and injury.
Staff Competencies, Preparation, and Support: Employ and support a teaching staff that has the early
childhood educational qualifications, knowledge, and professional commitment necessary to promote
children’s learning and development and to support families’ diverse interests and needs.
Families: Establish and maintain collaborative relationships with each child’s family.
Community Relationships: Establish relationships with and use the resources of the community to support
the achievement of program goals.
Physical Environment: Provide safe, healthy, and well-maintained indoor and outdoor physical
environments.
Leadership and Management: Implement strong personnel, fiscal, and program management policies so that
all children, families, and staff have high-quality experiences.
NAEYC Accreditation: No Small Feat
Through its prestigious review process, the National Association for the Education of Young Children
ensures quality early childhood experiences. Of the more than 130,000 child care centers operating in the
United States, only around 7,000 (~5%) child care centers are NAEYC-accredited. By earning accreditation,
schools become leaders in a national effort to raise the quality of early childhood education, and to help give
all children a better start.

NAEYC accreditation requires a long-term commitment to meeting strict quality standards based on the ten
standards of excellence. Schools undergo an intensive process that involves rigorous self-assessment,
documenting evidence of adherence to the 10 standards of excellence, and a formal evaluation by a NAEYC
representative. Early childhood educators, parents, and administrators are justifiably proud of completing
the process and earning accreditation. Once achieved, accreditation is not permanent. Accreditation is
maintained to continuously ensure that the center’s environment, policies, and practices are aligned with the
most up-to-date NAEYC standards.

“We’re proud to be accredited by the National Association for the Education of Young Children, and
recognized for our commitment to reaching the highest professional standards among early childhood
programs.”
NAEYC Accreditation at Kids’ Care Club
“We’re proud to be accredited by the National Association for the Education of Young Children, and
recognized for our commitment to reaching the highest professional standards among early childhood
programs,” says Trudy Khodabande, owner of Kids’ Care Club Child Development Centers. “NAEYC
accreditation lets families in our community know that children in our programs are getting the highest-
quality care and early education experiences.”

When parents choose a NAEYC-accredited school, they can be sure that they have selected the highest
quality education for their children. Kids’ Care Club has two accredited locations in 4S Ranch and Rancho
Penasquitos, serving the North County communities of San Diego. At Kids’ Care Club, parents and teachers
know that “Early Years are Learning Years!”

ABSTRACTION:

QUIZ BEE (Matira Matibay)

 The class will be taking the quiz bee individually. They are given one piece of paper and they shall
answer the questions flashed on screen simultaneously.
 After each question, the correct answers will be revealed by the quiz master. The facilitators will ask
the participants who got the correct answer to stay in their seats while those who got the wrong
answers, will be eliminated.
 The participant/s who got the highest score will be rewarded