Republic of the Philippines

Laguna State Polytechnic University

ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course ECE 1- Foundations of Early Childhood Education

Sem/AY First Semester/2024-2025

Module No. 1

Lesson Title Nature, Definition and History in Early Childhood Education

Week
2-4
Duration

Date August 27 -September 10, 2024

This lesson will compare the definition, nature, purpose of the program and origin of
Early Childhood Education in different countries. Also to discuss how the history
Description
diverse from other history in strengthen the characterization of programs for young
of the
children.
Lesson

Learning Outcomes
Intended Students should be able to meet the intended learning outcome:
Learning
● Compare four countries that well- implemented the program for Early
Outcomes
Childhood Education using the graphic organizer (Venn diagram).

Targets/ At the end of the lesson, students should be able to:

Objectives
● Distinguish the different platform in utilization of program based on the history
of different countries.
● Familiarize to corresponding nature and definition of Early Childhood
Education.
● Discover some organizations that support the program of early childhood care
and education.

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

Student Learning Strategies

Online Activities A. Online Discussion via Google Meet

(Synchronous/ You will be directed to attend in three hours’ class discussion on the
Asynchronous) nature, definition and history of Early Childhood education. To have
access to the Online Discussion, refer to this link: ____________________.

The online discussion will happen on Tuesday from 3:00- 4:00 PM

(For further instructions, refer to your Google Classroom and see the
schedule of activities for this module)

B. Learning Guide Questions:

1. What is the meaning of Early Childhood Education?
2. Do you agree on the significant effects in studying the history of
Early Childhood Education?
3. How diversity give a vital role in educational system and program in
Early Childhood Education for the future ECE educationalists?
Offline Activities Lecture Guide
(e-Learning/Self- Early Childhood Education
Paced)
(ECE also known as Kindergarten Education)

Early childhood education involves of activities and experiences that are

intended to effect the developmental changes in children prior to their entry
into elementary school. It is also a branch of education theory that relates to
teaching of children (formally and informally) from zero (0) up to the age of
eight (8). This is up to the equivalent grade three pupils both public and
private. It aims to the holistic development of a children social, emotional,
cognitive and physical needs in order to build a solid and broad foundation for
lifelong learning and wellbeing. Develop strong understanding in parental
involvement as one of the factor for children progress called “relationship-
building process”. In this the higher possibility to improve them by nurturing,

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

caring, capable and responsible future citizens.

Different Organizations Associate the Program of Early Childhood

Education

According to The National Association for the Education of Young

Children (NAEYC)

This a large non-profit association in the United States representing early

childhood education teachers, para-educators, center directors, trainers,
college educators, families of young children, policy makers, and advocates.
Also focused on improving the well-being of young children, with particular
emphasis on the quality of educational and developmental services for children
from 0 through age 8.

According to United Nations Educational, Scientific and Cultural

Organization (UNESCO)

Early childhood education defined as the period from 0 to eight years old,
is a time of significant growth with brain development. In this stage, children
are highly influenced by their heredity and its environment. More than
preparation for primary school and to focus on the holistic development of
children. The children play an important role in facing challenges by lack of
financial or family support and fighting educational inequalities and
discrimination.

The organization aim agenda is reinforced in the education to year 2030

and in particular in target 4.2 of Sustainable Development Goal 4 to ensure that
all girls and boys have access to quality early childhood development, care and
pre-primary education so ensure the readiness of children in primary
education.

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

According to United Nations International Children's Emergency Fund

(UNICEF)

UNICEF designs and conducts Early Childhood Education and School

Readiness programmers to ensure that children are ready for school and since
their early years are being brought up in an environment conducive to learning.
UNICEF has partnered with the Child-to-Child Trust to develop Getting Ready
for School: A child-to-child approach, which provides supplemental cost-
effective and efficient interventions in developing countries that have
inadequate formal early learning opportunities. Through this approach older
children are empowered to help younger peers gain linguistic, social and
emotional tools for successful learning and to make a smooth transition to
school.

Encouraging children to play and explore helps them learn and develop
socially, emotionally, physically and intellectually. The importance of play in
cognitive development cannot be overlooked. Play is central to children
learning regardless of the actual content. The process of play is a powerful,
multifaceted learning experience. Children play involves exploration, language
experimentation, cognition, and the development of social skills.

According to Early Childhood Care and Development Council (ECCD)

The Early Childhood Care and Development (ECCD) Council is a national

government agency in the Philippines first tasked as a coordinating body on
early childhood education by virtue of Republic Act 8980 of 2000, and officially
established as a Council in 2009 through Executive Order No. 778. In 2013, R.A.
10410 or the “Early Years Act of 2013” also known as the EYA Law was
enacted. This is “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 (ECCD System) Appropriating
Funds Therefor and For Other Purposes.” PAGCOR funds majority of the
Council’s programs.

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

The ECCD system has four major components, namely: ECCD curriculum;
parent education and involvement, advocacy and mobilization of communities;
human resource development and ECCD management. The Council is tasked to
establish national ECCD standards, develop policies and programs, ensure
compliance thereof and provide technical assistance as well as program
support to ECCD service providers.

Early Childhood Education also developed the field of study during the
Enlightenment, particularly in European countries with high literacy rates. It
continued to grow through the nineteenth century as universal primary
education became a norm in the Western world. In recent years, early
childhood education has become established public policy issue, as municipal,
state, and federal lawmakers consider funding for preschool and pre-K. The
global priority placed on early childhood education is underscored with targets
of the United Nations Sustainable Development Goal. It is described as an
important period in a children full potential.

Rationale of Early Childhood Education

(Albert Education, Kindergarten Program Statement, 2008)

Early childhood is important period in human development. To improve

independence, initiative, decision- making, creativity, feeling of self- worth,
ability to learn and relate to others as the beginning to cultivate in children.
Those learning give a major impact on successful learning experiences in
school, personal development of the child and as future participation in the
society.

Goals of Early Childhood Education (Alberta Education, Inspiring

Education 2010)

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

1. To build a strong foundation for young children education.

2. To encourage children to achieve their full potential.
3. To impart in children a sense of appreciation for education.
4. To teach a sense of pride in children.
5. To inspire students to become ethical citizens.
6. To create a learning environment for students that will inspire an
entrepreneurial spirit.

Interdisciplinary Approach that includes children to Learn ( Calgary

Jewish Academy):

● Play
● Inquiry and exploration
● Curiosity and discovery
● Self-regulation
● Interaction with other children and their environment
● Observation, modelling and repetition
● Being part of a classroom, school, church, and greater community
● Taking risks
● Assuming responsibility
● Taking initiative

The National Education Association Five High-Quality Components in

Early Childhood Program
1. Provides a well-rounded curriculum that supports all areas of
development
2. Addresses child health, nutrition and family needs as part of a
comprehensive service network

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

3. Assesses children to enhance student learning and identify concerns

4. Employs well-educated and adequately paid teachers
5. Provides small class sizes and low teacher-child ratios

The U.S. Department of Education Factors to the Effectiveness of Early

Childhood Program
1. A quality staff
2. An appropriate environment
3. Consistent scheduling
4. Parental involvement
5. Proper grouping practices

Federal Agency Characteristics of a High-Quality Early Education Program

1. A balance between individual, small group and large group activities
2. A balanced schedule that does not result in rushed or fatigued children
3. A clear statement of goals and a comprehensive philosophy that
addresses all areas of child development
4. A strong foundation in language development, early literacy and early
math
5. Access to a safe, nurturing and stimulating environment along with the
supervision guidance of competent and caring adults
6. Engages children in purposeful learning activities and play that
instructed by teachers who work from lesson and activity plans
7. Nutritious meals and snacks
8. Teachers and staff regularly communicate with parents and caregivers
9. Teachers who frequently check children progress

The Early Education for All Campaign Outlines on the Characteristics of

High-Quality in Early Childhood Education based on Curriculum and
Activities

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

1. The curriculum should provide a balance of play and structured

activities, including teacher- and child-initiated exploration.
2. Based on a children developmental needs activities, materials, and
schedules should be appropriate to a child age and support all
developmental domains.
3. Well-planned curriculum should reflect current research on child
development and should include specific learning goals for children.

Preschool Teachers and their Role in a High-Quality Preschool Program

According to the Early Childhood-Head Start Task Force (a joint effort
between the U.S. Department of Education and the U.S. Department of Health
and Human Services) the preschool teachers teach and nurture our youngest
children. These early childhood educators help these young learners become
successful learners, readers, and writers.

These Professionals assist children development:

1. Become familiar with books and other printed materials
2. Develop language abilities
3. Increase their knowledge
4. Learn letters and sounds
5. Learn to count
6. Recognize numbers
7. Building children’s background knowledge and thinking skills
8. Checking children’s progress
9. Communicating with parents and caregivers
10. Creating a learning environment for young children
11. Helping children develop listening and speaking skills
12. Reading aloud to children
13. Teaching children in all cognitive aspects

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

Core Qualities For Successful Early Childhood Education Programs (The

National Council of La Raza )
1. High Expectations and High Supports- the early childhood education
program states goals and establishes high-quality expectations for the
social, emotional, cognitive, physical, cultural, and linguistic
competencies of all its members children, teachers, staff, parents, family,
and the community.
Following Indicators:
A. The program sets high standards to ensure that all children are ready
for entrance into kindergarten/ public school.
B. Teachers and staff are highly qualified and highly effective.
C. The program director is a highly effective leader.
D. The program provides continuous professional development on
pedagogy, literacy, language development and content areas on the
program-wide learning opportunities.
E. The program meets the needs of the whole children including their
physical growth and overall health.

2. Collaborative Leadership- the program validates and benefits from

each member’s contribution to its culture and development. The
program integrates the diverse cultural perspectives of its members and
fosters a strong sense of collective commitment to its success.
Following Indicators:
A. The program establishes structures and provides support for family
members to take leadership roles in its development as an institution
and to advocate for the program in their community.
B. All teachers and staff are provided with opportunities to develop and
exercise leadership and engage in planning activities that improve the
quality of instruction, well-being of children and performance of the
program.

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

C. The program has a process for regularly soliciting and implementing

input from all members of the program community to inform program-
wide decisions.

3. Cultural Competence- program respects and incorporates culture—its

values, history, experiences, and traditions—in all of its aspects. It
embraces its role as a cultural mediator and cultural institution that
promotes the advancement of multicultural community. The program
engages in a continual process of discovery and learning regarding the
cultures of the families, community and staff.
Following Indicators:
A. The program honors the culture and history of the children and families
and identifies shared common values to foster in the program
environment.
B. All staff demonstrate both personal understanding and programmatic
expression of present-day family life, cultural traditions and values of
participating families.

4. Bilingualism and Literacy – the program adopts an educational

program that supports the goal of all children and families becoming
bilingual and literate and establishes standards and expectations for
children in both languages. The program uses research-based practices
to facilitate language acquisition the program supports opportunities
for monolingual staff to become bilingual and literate.
Following Indicators:
A. The program policy, goals, and services provide opportunities for
children, parents and staff to become bilingual and literate.
B. Children are assessed in their first and second language to determine
the level of support needed at home and at school.
C. Teachers utilize research- based strategies to develop children literacy
and content knowledge in each language.

5. Sustained Meaningful Relationships- program promotes authentic,

meaningful relationships, respectful open communication, and

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

participation among families, children and staff. These relationships

contribute to the lifelong success of families and children.

Following Indicators:
A. The program builds relationships with families, children and the
community based on care, dignity and respect.
B. The teachers and staff honor and incorporate the contributions and
participation of parents and families in the program.

6. Family Engagement and Community Collaboration- ECE program

encourages family engagement and community collaboration. Creates
structures and resources to promote parents and families are
empowered to actively engage in their children learning development
and the program.
Following Indicators:
A. The program ensures ongoing two-way communication between
parents and all staff in the language that parents understand.
B. The program authentically utilizes family and community strengths and
assets (including cultural, linguistic, and historic background and
values) to support child learning and development.
C. The program supports and builds on the family role as advocates for
their children and community.
D. The program establishes to maintain partnerships with community
organizations and core institutions that provide comprehensive services
to children and families.

7. Continuous Performance-Based Assessment- the program uses

culturally and linguistically appropriate assessments to measure the
child acquisition of knowledge and skills aligned with high expectations.
Program members use data from continuous performance-based
assessments to guide ongoing decision-making to improve the program.
This reflective process assists program leaders in holding themselves
accountable for child achievement and family, teacher and program
success.

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

Following Indicators:
A. The program uses multiple culturally and linguistically appropriate
measures to assess each child progress in all domains of development.
B. The program collects data on the capacities/needs of families and the
effectiveness of the program to address those areas.
C. The program analyzes its data to guide decisions related to resource
allocation, funds development curriculum and program design.
D. Program applies the results of program evaluations and individual child
assessments in useful and transformative ways that improve program,
teacher, child, and family outcomes.

8. Relationships with Institutions of Higher Education- program

establishes relationships with institutions of higher education (IHEs) to
foster a college-going culture and it provides opportunities and support
for staff to acquire competencies. And meet the professional degree
requirements of federal, state funders and accrediting institutions.
Developing relationships with IHEs is necessary for children to enter
school at or above proficiency levels and to inspire children to achieve
higher levels of education.
Following Indicator:
A. The program has an established relationship with at least one
institution of higher education to guide the coursework for teachers and
staff to meet professional certification, accreditation, and state/federal
requirements in order to promote a career-oriented and college-going
culture for children.

History of Early Childhood Education

The history has its rich foundation for the making decisions about our
present. Ancestors (428-348 BC to 1950) historically such arrangements have
largely been informal, involving family, household and community members.
After a 20th-century characterized by constant change, including a
monumental campaign urging for greater women rights, women were
motivated to pursue a college education and join the workforce. Nevertheless,
mothers still face the same challenges as the generations that preceded them

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

on how to care for young children while away at work. The formalization of
these arrangements emerged in the nineteenth century with the establishment
of kindergartens for educational purposes and day nurseries for care in much
of Europe and North America, Brazil, China, India, Jamaica and Mexico. Early
childhood education started with a European mother in the early 1800’s that
educated children outside of their homes. The idea came to America during the
Industrial Revolution with “infant schools” set up in churches, factories, and
private homes to care for the young while parents were working. The state of
Wisconsin, started the first four-year-old kindergarten program.

The history of Early Childhood Education in the United States launched in

the 1960s for low-income children, had an unintended consequence. Although
it was very effective, the title gave parents the impression that education was a
race, and the earlier you start, the earlier and better you finish. Middle-income
parents wanted their preschoolers to have a head start as well. This gave added
emphasis to the importance of early childhood education as the answer to
improving the educational system. In academics including math and reading
curricula, testing and grades, are the norm in many schools. Programs for
younger children have expanded as well. Children under the age of six spend
part or full time in non-parental child care settings. The staff in school care
children outside their home. Indeed, those parents who choose not to put their
children in out-of-home settings are the ones perceived as insufficiently
concerned with their child welfare. With the rapid expansion and acceptance of
early childhood programs the basic principle of early childhood education was
supported by an overwhelming amount of contemporary research and
classroom experience, Instead, we have had a politically and commercially
driven effort to make early childhood education “the new first grade.” A play-
based curriculum is best suited to meet the emerging needs, abilities, and
interests of young children.

The history of Early childhood in the Philippines started in the Spanish

regime wherein it started in grade one but more on alphabets and letters the
learning process was more on a tutorial basis and schooling is three to six
months’ period. In 1935 the growth of preschool education in the Philippines
has been slow compared to the other countries. In 1948, Harris Memorial
School initiated another big step by obtaining government recognition to talk
the degree of Juniors Teachers Certificate to graduate in kindergarten
education was the first recognized course in kindergarten education offered in
the Philippines. Other colleges and universities attempt to emphasize

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

kindergarten teaching by giving special training on the area; either part and
parcel of B.S in Education or in Home Economics .Preschool education in the
country has almost remained to be associated with Bureau of Private Schools,
especially with the religious groups. The government intensified interest in the
welfare of the Filipino child resulted in the signing of P.D 603 PD 603 known
as Child and Youth Welfare Code in 1974. The year 1977 to 1987 The
Philippines declared DECADE OF THE FILIPINO CHILD. This marked the
increased of number of preschool children and also the establishments both in
private and public schools 1995 to 2000 three reform programs were initiated
in response to the need of rising numbers of preschoolers program
implemented the EDUCATION FOR ALL.

Aim: To prepare the young children for the concrete duties of actual and
experiential learning from out of their homes.

HISTORICAL DEVELOPMENTS IN POLICY IN EARLY YEARS

EDUCATION AND CARE

181 First infant school Children aged 2 years and above

6 established in cared for whilst parent(s)
Scotland worked in local cotton mill

183 Home and Early childhood curriculum rejects

6 Colonial Society rote-learning and promotes
promotes learning through use of senses
Pestalozzi
approach to
child-centered
education

184 Five Acts of Provision and

1– Parliament standardization of school
52 related to buildings for ‘education of
building of the poor’
schools

186 Newcastle Report Provision of schools for the

1 masses with infant schools up to
age of 7 years ‘of great utility […]

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

to keep children of poor families

off the streets’

187 (Forster) Education for under-5s was

0 Education Act non-compulsory, but where
provided was to have separate
building requirements

189 Kindergarten Based on Froebel’s theory and

0s movement practice

189 Revised Formal ‘lessons’ should be short

1 Instructions to in length and be followed by
Inspectors intervals of rest, play and song

190 Work of Dr. Maria Emphasis on structured

0s Montessori learning, sense training and
individualization

190 Board of 1905 Report indicates children

2 Education between the ages of 3 and 5 did
appoints five not benefit intellectually from
Women school instruction and that the
Inspectors to mechanical teaching which they
conduct an often received dulled their
inquiry regarding imagination and weakened their
the admission of power of independent
infants to public observation
elementary
schools and the
curriculum
suitable for
under-5s

Policy Key changes

Date

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

19 Education LEAs were empowered to provide or aid

21 Act nursery schools for 2–5-ear-olds

19 Series of Defining the purpose and desired processes

23– reports of early childhood education and care
3 from
Hadow
Committ
ee(s)

19 Ministry Care and education were the two driving

29 of Health forces
and the
Board of
Educatio
n issues
Joint
Circular
on
maternit
y and
child
welfare
to local
authoriti
es
1930 Work of Susan Two influential books on the intellectual and social
/33 Isaacs development of children

1944 Education Act Expansion of education to the masses, but still not early
childhood provision

1948 Nurserie Local health authorities to register and monitor premises for
s & Child- children under the age of 5 years
Minder
Regulatio
n Act

1960 Government Greater provision for nursery school provision to be in the

Circular 8/60. private and voluntary sectors

1961 Bella First playgroup established

Tutaev
letter to
The
Guardia
n

1967 The ‘Plowden Part-time nursery provision confirmed desirable on both

Report’ educational grounds and for social, health and welfare

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

considerations

1989 The United The Convention (discussed in Chapters 4 and 14)

Nations acknowledged that:
Convention on
the Rights of ● Children are seen as full individual human beings
Child ● Children are active members of their societies
● Parents/family are primary cares and protectors
● Society has obligation to children

The key contribution of the CRC in early childhood education is

that governments start thinking on children’s participation in
policy making

1990 Government Principle of educational vouchers established

s policies on tax
relief for
employers and
Family Credit
programme for
working This meant that UK had to produce a report on how they meet the
parents children’s rights and what they plan to do at a policy level to
implement all children’s rights
19 April 1990
the UK signed
the convention

1991 UNCRC With the final ratification of the UNCRC, the UK government was
confirmed 16 committed to make all laws, policy and practice compatible
December (although it registered some reservations which have since been
1991 and removed). As a result of the rights being embedded in the law and
came into policies, UNCRC should be followed and referred to by courts,
force on 15 tribunals and other administrative processes when making
January 1992 decisions that affect children

1997 New Labour Introduction of Nursery Education Grant

government

19 National Childcare Strategy Notion of a mixed economy under the banner of

98 ‘partnership’ (i.e. integrated services)

20 Establishment of Decentralization of early childhood education and care

01 Early Years
Development and
Childcare
Partnerships (EYDCP)

20 Every Child Matters (ECM) One of the most important policy initiatives and
03 development programmes in response to UNCRC. It
aimed to reform services and covered children and
young adults up to the age of 19, or 24 for those
with disabilities

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

Its main aims were for every child, whatever their

background or circumstances, to have the support
needed to:

● stay safe
● be healthy
● enjoy and achieve
● make a positive contribution
● achieve economic well-being

20 Children Act 2004 Its primary purpose was to help local authorities
04 and/or other entities to better regulate official
intervention in the interests of children

20 Children and Young Establishment of the Children’s Trust and appointment

06 People’s Plan of Directors of Children’s Services

20 Early Years Framework of standards for learning, development

08 Foundation Stage and care of children from birth to 5 years of age
(EYFS) introduced

20 Conservative and Liberal The UK government began a series of reductions in

10 Democrat Coalition public spending, intended to reduce the budget
government deficit. The cuts affected the National Health
Service, welfare, education and other public
institutions

Policy paper 2010 to 2015 on childcare and early

education published (updated 8 May 2015 – see
below)

20 Tickell Review Reviewed the implementation of the EYFS and

11 recommended changes and revisions in the EYFS
with emphasis on safeguarding children and fewer
bureaucratic processes

20 Revised version of the EYFS Introduced to ensure less bureaucracy and to

12 increase the role of parents and carers in their
children’s learning, reduce the learning and
development areas and give added emphasis on the
welfare and safeguarding of children; introduction of
Age Two check

The report recommended a clear, rigorous

June: Nutbrown Report system of qualifications be set in place to ensure a
published: an competent and confident workforce as the
independent review of existing system was confusing, with many
early education and practitioners not holding any qualifications
childcare qualifications

20 Introduction of Early These will be specialist educators from September

14 Years Educators 2014 with a Level 3 qualification approved by NCTL.
The ambition is for the majority of staff working in
the early childhood to be Early Years Educators

20 Further revisions to EYFS Stronger emphasis on safeguarding children and

14 readiness for school. Implemented in September
2014

The Early Intervention Foundation (EIF) was

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited
Early Intervention
established to support local agencies and
Foundation published
national policy makers to tackle the root causes
of problems for children and young

people, rather than waiting to address issues once

they are embedded

20 2010–2015 government Aims to:

15 policy: Childcare and Early
Education (revised 8 May
2015) ● extend early learning places to around 40% of
all 2-year- olds from September 2014

● help parents arrange more informal childcare by

allowing them to pay a neighbor or relative

not registered with Ofsted for up to 3 hours
of childcare a day

● introducing new childminder agencies that will

provide rigorous training and match

childminders with parents

● encourage more schools to offer nursery provision

and

extend provision from 8am to 6pm

● help schools to offer affordable after-school

and holiday care, either alone or working with
private or voluntary providers

● reduce unnecessary regulations to help good

nurseries

expand their business.

Introduction of Baseline From September 2014 children entering Reception

Assessment will be assessed face-to-face individually to identify
the level of their development

20 Clear funding stream ● Progress Check at Age Two and EYFS Profile
15 identified for supporting become the Integrated Review at Age Two
early childhood
● Early Years Pupil Premium – March
education and care
● Dedicated Schools Grant (DSG) – May

● 2-year-old early education entitlement – May

● Childcare Bill – July

● Introduction of the Baseline Assessment –

September

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

Source: The Early Years Foundation Stage (Second Edition)book by

Loanna Palaiologou

Purpose of Early Childhood Education (According to Superadmin on December 7, 2017)

1. Combined fun and learning

Early childhood is a great time for fun and learning. After all children will be more
encouraged to study and attend school if they are having fun. In addition, enjoyment and low-
stress conditions will help children absorb new concepts and learn new things. Accurate
curriculum achieves fun and optimal learning and with the guidance of qualified instructors.
Moreover, fun learning can also be achieved by encouraging children to cooperate and play
with one another.

2. Strong academic and social skills

Children will better learn how to socialize and cooperate with peers. This is difficult to
teach and explain but by letting them play with peers with their own and allow them to
understand the social cues. This is a slow process but assurance is way to build a strong
foundation. Just like learning letters and numbers, learning social skills also takes time. In
addition, social skills also require practice and repetition.

3. Nurturing environment

The environment has a massive impact on children same on their heredity but we cannot
predict which is higher on the two factor that influencing learner. If the environment feels and
looks nurturing the child will feel safe and therefore better focus on exploring. For example,
here at Star Academy Kids we provide both open-ended and child-directed programs.

Engaging Activity

Activity 1 : Based on the discussion the students should make a

reflection on what they have understood on the topic. At least 200
words.
Activity 2. Create Venn diagram showing the comparison between

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

countries focus on history and purpose of the program.

Performance Task

PT 1
Direction: Using a Venn Diagram compare four countries that well- implemented the
program of Early Childhood emphasize the nature, aim/s, history and purpose of its program.
Then note the effect/s of the program itself.

PT 2
Direction: Post your picture when you are still young then make a caption about changes
that you encounter during that preschool age.

Understanding Directed Assess

Rubric for Designing Lesson Plan (PT 1)

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

Rubric for Table Summary

Exceptional (10) Above Average (8) Acceptable (6) Needs Improvement (3-2)

Exceptionally complete with Includes all key important Minor omissions of key Some key information
presentation of key information. Extraneous information. Irrelevant partially complete, missing or
information. No information did not detract information did not retract incorrect. Some extraneous
omissions/extraneous from the report. Outcome from the report. Outcome information detracts from
information. Excellent measure clearly achieved. measure basically achieved. report. Outcome measure
outcome measure. partially achieved.

1. Statements are clear, organized and comprehensive.

2. Statement are directly stated.

3. Creativity of the output

4. Overall impression

Total:

Source: https://www.researchgate.net/figure/Summary-reportrubric_tbl1_260646245#:~:text=Summary%20report%20rubric

Grading System:

Criteria Points

Content and Details (informative, accurate and presence of supporting details)

(15)

Organization (well-organized, strong beginning, middle and ending)

(15)

Contribution/ Working with others (strong, fair, and poor)

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified Province of Laguna
Level I Institutionally Accredited

(10)

Bibliography/References (complete, written in correct format)

(10)

Learning Resources
● https://en.wikipedia.org/wiki/Early_childhood_education

● https://en.unesco.org/themes/early-childhood-care-and-education

● http://www.healthofchildren.com/E-F/Early-Childhood-Education.html

● https://www.unicef.org/earlychildhood/index_69850.html

● https://en.wikipedia.org/wiki/Early_Childhood_Care_and_Development_Council

● https://en.wikipedia.org/wiki/National_Association_for_the_Education_of_Young_Children

● https://www.cja.ab.ca/sites/default/files/CJA%20PRESCHOOL%20Overview.pdf

● https://www.buildinitiative.org/Portals/0/Uploads/Documents/CoreQualitiesMatrix.pdf

● https://www.funderstanding.com/educators/history-of-education-2/

● https://en.wikipedia.org/wiki/Early_childhood_education

● http://olga-adbec.blogspot.com/2011/10/history-of-preschool-education-in.html

● http://www.communityplaythings.com/resources/articles/2010/history-of-early-
childhood-education

● https://www.staracademykids.com.au/purpose-early-childhood-education/

● https://www.researchgate.net/figure/
Summaryreportrubric_tbl1_260646245#:~:text=Summary%20report%20rubric

LSPU SELF-PACED LEARNING MODULE: FOUNDATIONS OF EARLY CHILDHOOD EDUCATION

PREPARED BY: HAZEL CANDELARIA- VALDENARRO, JOAN MARFEL