What is the K to 12 Program?

The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.

 

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Salient Features

Strengthening Early Childhood Education (Universal Kindergarten)

 

 

Every Filipino child now has access to early childhood education through Universal Kindergarten. At 5 years old, children start schooling and are given the means to slowly adjust to formal education.

Research shows that children who underwent Kindergarten have better completion rates than those who did not. Children who complete a standards-based Kindergarten program are better prepared, for primary education.

Education for children in the early years lays the foundation for lifelong learning and for the total development of a child. The early years of a human being, from 0 to 6 years, are the most critical period when the brain grows to at least 60-70 percent of adult size..[Ref: K to 12 Toolkit]

In Kindergarten, students learn the alphabet, numbers, shapes, and colors through games, songs, and dances, in their Mother Tongue.

 

Making the Curriculum Relevant to Learners (Contextualization and Enhancement)

 

Examples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality. This makes the lessons relevant to the learners and easy to understand.

Students acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency across all levels and subjects.

Discussions on issues such as Disaster Risk Reduction (DRR), Climate Change Adaptation, and Information & Communication Technology (ICT) are included in the enhanced curriculum.

Building Proficiency through Language (Mother Tongue-Based Multilingual Education)

Students are able to learn best through their first language, their Mother Tongue (MT). Twelve (12) MT languages have been introduced for SY 2012-2013: Bahasa Sug, Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan, Meranao, Pangasinense, Tagalog, and Waray. Other local languages will be added in succeeding school years.

Aside from the Mother Tongue, English and Filipino are taught as subjects starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English and Filipino are gradually introduced as languages of instruction. Both will become primary languages of instruction in Junior High School (JHS) and Senior High School (SHS).

After Grade 1, every student can read in his or her Mother Tongue. Learning in Mother Tongue also serves as the foundation for students to learn Filipino and English easily.

Ensuring Integrated and Seamless Learning (Spiral Progression)

Subjects are taught from the simplest concepts to more complicated concepts through grade levels in spiral progression. As early as elementary, students gain knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and Algebra. This ensures a mastery of knowledge and skills after each level.

For example, currently in High School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and Physics in 4th Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10. This same method is used in other Learning Areas like Math.

Gearing Up for the Future (Senior High School)

Senior High School is two years of specialized upper secondary education; students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks.

Core Curriculum

There are seven Learning Areas under the Core Curriculum. These are Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences. Current content from some General Education subjects are embedded in the SHS curriculum.

Tracks

Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-learn opportunities, to provide them relevant exposure and actual experience in their chosen track.

TVET (Technical Vocational Education & Training) National Certificate

After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a student may obtain a National Certificate Level II (NC II), provided he/she passes the competency-based assessment of the Technical Education and Skills Development Authority (TESDA).

NC I and NC II improves employability of graduates in fields like Agriculture, Electronics, and Trade.

Modeling Best Practices for Senior High School

In SY 2012-2013, there are 33 public high schools, public technical-vocational high schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a Research and Design (R&D) program to simulate different aspects of Senior High School in preparation for full nationwide implementation in SY 2016-2017. Modeling programs offered by these schools are based on students’ interests, community needs, and their respective capacities.

Nurturing the Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills)

After going through Kindergarten, the enhanced Elementary and Junior High curriculum, and a specialized Senior High program, every K to 12 graduate will be ready to go into different paths – may it be further education, employment, or entrepreneurship.

Every graduate will be equipped with:

1. Information, media and technology skills,2. Learning and innovation skills,3. Effective communication skills, and4. Life and career skills.

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Implementation and Transition Management

Implementation

 

Program implementation in public schools is being done in phases starting SY 2012–2013. Grade 1 entrants in SY 2012–2013 are the first batch to fully undergo the program, and current 1st year Junior High School students (or Grade 7) are the first to undergo the enhanced secondary education program. To facilitate the transition from the existing 10-year basic education to 12 years, DepEd is also implementing the SHS and SHS Modeling.

Transition for Private Schools

 

Private schools craft their transition plans based on: (1) current/previous entry ages for Grade 1 and final year of Kinder, (2) duration of program , and most importantly, (3) content of curriculum offered.Back to top

Early childhood education (also early childhood learning and early education) refers to the formal teaching of young children by people outside the family or in settings outside the home. "Early childhood" is usually defined as before the age of normal schooling – five years in most nations, though the U.S. National Association for the Education of Young Children defines "early childhood" as before the age of eight.

Contents

1 Background 2 Theory and practice 3 Developmental domains

o 3.1 Psychosocial developments 3.1.1 Cognitive Development 3.1.2 Emotional development 3.1.3 Social development

4 Benefits of early childhood education 5 Notable early childhood educators 6 See also 7 Notes 8 External links

Background

Childhood education often focuses on children learning through play, based on the research and philosophy of Jean Piaget. This belief is centered on the "power of play". It has been thought that children learn more efficiently and gain more knowledge through play-based activities such as dramatic play, art, and social games. This theory plays stems children's natural curiosity and tendencies to "make believe", mixing in educational lessons.[1]

Preschool education and kindergarten emphasize learning around the ages of 3–6 years. The terms "day care" and "child care" do not convey the educational aspects, although many childcare centersusing more educational approaches.[citation needed] The distinction between childcare centers and kindergartens has all but disappeared in countries that require staff in different early childhood facilities to have a teaching qualification.

Researchers and early childhood educators both view the parents as an integral part of the early childhood education process.[2] Often educators refer to parents as the child's "first and best teacher".

It is very important for parents to stay engaged in their child's learning process even if they are getting most of their education from a daycare, day home, school etc. The knowledge learnt from a parent will be more cherished and remembered by a child then if any other person taught them, especially at an early age. Early childhood education is crucial to child development and should be entered into cautiously with someone you trust will benefit your child.

Much of the first two years of life are spent in the creation of a child's first "sense of self"; most children are able to differentiate between themselves and others by their second year. This is a crucial part of the child's ability to determine how they should function in relation to other people.[3] Early care must emphasize links to family, home culture, and home language by uniquely caring for each child.[according to whom?]

Children who lack sufficient nurturing, nutrition, interaction with a parent or caregiver, and stimulus during this crucial period may be left with developmental deficits, as has been reported in Russian and Romanian orphanages.[4] Children must receive attention and affection to develop in a healthy manner. There is a false belief that more hours of formal education for a very young child confers greater benefits than a balance between formal education and family time. A systematic, international review suggests that the benefits of early childhood education come from the experience of participation; more than 2.5 hours a day does not greatly add to child development outcomes, especially when it detracts from other experiences and family contact.[5]

Theory and practice

The Developmental Interaction Approach is based on the theories of Jean Piaget, Erik Erikson, John Dewey, and Lucy Sprague Mitchell. The approach aims to involve children in acquiring competence via learning through discovery.[6][7][8]

Developmental domains

Further information: Child development

There are five different developmental domains of children which all relate to each other. They can be referred to as the SPICE[9] of life:

SocialRefers mostly to the ability to form attachments, play with others, cooperate, share, and create lasting relationships

PhysicalDevelopment of fine (small) and gross (large) motor skills

IntellectualLearning to make sense of the physical world

CreativeDevelopment of talents in areas such as music, art, writing, and reading

EmotionalDevelopment of self-awareness, self-confidence, and the ability to cope with and understand feelings

Psychosocial developments

Cognitive Development

According to Jean Piaget, there are four major stages of cognitive development:

SensorimotorThis stage occurs between the ages of birth and two years of age. Intelligence is demonstrated through motor activity with limited use of symbols, including language; the infant’s knowledge of the world is primarily based on physical interactions and experiences.

PreoperationalThe second stage occurs between the ages of 2–7 years. Intelligence is increasingly demonstrated through the use of symbols; memory and imagination are developed as language use matures. The typical thought process is nonlogical, nonreversible, and egocentric.

Concrete operationsThis developmental state occurs between ages 7 and 12 (approximate). During this stage—characterized by conservation of[clarification needed] number, length, liquid, mass, weight, area, and volume—intelligence is increasingly demonstrated through logical and systematic manipulation of symbols relating to concrete objects. Thinking becomes operational, reversible, and less egocentric.

Formal operationsThis final stage of cognitive development takes place from ages 12 and beyond. During this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Thinking becomes abstract, hypothetical, and, early on, egocentric. It is believed that the majority of people never complete this stage.

Emotional development

Emotional development concerns the child's increasing awareness and control of their feelings and how they react to them in a given situation.

Social development

Social development concerns the child's identity, relationships with others, and understanding of their place within a social environment.

Read more: http://www.answers.com/topic/early-childhood-education#ixzz2RYkilES5

Early childhood educationGale Encyclopedia of Children's Health:

Early Childhood Education

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Definition

Early childhood education consists of activities and/or experiences that are intended to effect developmental changes in children prior to their entry into elementary school.

Description

Early childhood education (ECE) programs include any type of educational program that serves children in the preschool years and is designed to improve later school performance. In the second half of the twentieth century, the early education system in the United States grew substantially. This trend allowed the majority of American children to have access to some form of early childhood education.

There are several types of programs that represent early childhood education. They are also known by a variety of names, including preschool and pre-kindergarten (pre-K). One of the first early childhood education initiatives in the United States was the Head Start program, started in 1965. Head Start is a federal government education initiative that has provided children from low-income families free access to early education. It targets children of low socioeconomic status or those who qualify in some at-risk category. Head Start programs are funded by the federal Department of Health and Human Services.

Many early childhood education programs operate under the auspices of Title I of the Elementary and Secondary Education Act. Under Title I, local educational agencies apply to state agencies for approval of their program, and when approved, the programs are then funded with federal money. The No Child Left Behind Act (NCLB) of 2001 encourages the use of Title I, Part A funds for preschool programs, recognizing the importance of preparing children for entering school with the language, cognitive, and early reading skills that help them meet later academic challenges. In the school year of 2001–2002 approximately 300,000 children benefiting from Title I services were enrolled in preschool.

Other early childhood education programs may be run by private for-profit companies, churches, or as part of a private school curriculum. These programs are normally tuition-based.

Since the early 1990s, many states have developed options for children from middle- and upper-income families for receiving free preschool education. Georgia introduced the first statewide universal pre-K program, offering free early childhood education to all four-year-old children.

New York and Oklahoma have also developed universal pre-K programs, and Florida voters have approved a constitutional amendment for a free pre-school program to be available for all four-year-olds by 2005.

Nearly three-fourths of young children in the United States are involved in some sort of early childhood education. Some groups of children have higher rates of participation in early childhood education programs than others. Children living in low-income households are less likely to be enrolled in ECE than those children in families living above the poverty line. Black and white children enroll in these programs in higher numbers than Hispanic American children. Children with better-educated mothers are more likely than other children to participate.

Benefits of Early Childhood Education

Early childhood education can produce significant gains in children's learning and development. High quality early childhood education assists many at-risk children in avoiding poor outcomes, such as dropping out of school. Although the benefits seem to cross all economic and social lines, the most significant gains are almost always noted among children from families with the lowest income levels and the least amount of formal education. However, whether these benefits are long lasting is disputed. Some studies focused on the IQ score gains of disadvantaged children in Head Start programs, but these gains seemed to be short-term. However, studies also indicate that ECE produces persistent gains on achievement test scores, along with fewer occurrences of being held back a grade and being placed in special education programs. Other long-term benefits include decreased crime and delinquency rates and increased high school graduation. One extensive study found that people who participated in ECE were less likely to be on welfare as adults compared to those who had not received any early childhood education.

All programs in early childhood education are not equally effective in promoting the learning and development of young children. Long-term benefits are usually seen only in high-quality early childhood education programs. A significant problem with early childhood education is that most programs available cannot be considered high quality. In addition, the most effective ones are unaffordable for most American families. The overall effectiveness of an early childhood program is dependent upon several factors: quality staff, an appropriate environment, proper grouping practices, consistent scheduling, and parental involvement. According to the U.S. Department of Education, some additional characteristics of a high-quality early education program are as follows:

Children have a safe, nurturing and stimulating environment, with the supervision and guidance of competent, caring adults.

Teachers plan a balanced schedule in which the children do not feel rushed or fatigued. The school provides nutritious meals and snacks. The program includes a strong foundation in language development, early literacy, and early

math. The program contains a clear statement of goals and philosophy that is comprehensive and

addresses all areas of child development. The program engages children in purposeful learning activities and play, instructed by teachers

who work from lesson and activity plans. Balance exists between individual, small-group, and large-group activities.

Teachers frequently check children's progress. The staff regularly communicate with parents and caregivers so that caregivers are active

participants in their children's education. Preschools that operate for a full day on a year-round basis, thus providing children with two

years of pre-school, achieve better results than those that offer less intense services.

In high-quality preschool programs, observers should see children working on the following:

learning the letters of the alphabet learning to hear the individual sounds in words learning new words and how to use them learning early writing skills learning about written language by looking at books and by listening to stories becoming familiar with math and science

Because of the potential benefits to children, some people support the idea of government-sponsored universal early childhood education programs. Those who support this movement do so for the following reasons:

The private and social costs of failing children early in their lives can be high. The lifetime social costs associated with one high school dropout may be as high as $350,000. Even modest improvements may justify the costs of ECE.

Some studies show that for every dollar invested in quality ECE citizens save about $7 or more on investment later on.

There is a potential for less reliance on welfare and other social services. Government receives more tax revenue because there are more taxpaying adults.

People should rethink the value of early childhood education because of increasing needs for a more highly educated workforce in the twenty-first century.

Early intervention may prevent intergenerational poverty.

Opponents of universal government early childhood education give the following reasons for objecting to it:

Evidence indicates that the positive effects from the fairly expensive and intensive pre-K programs tend to be short-term.

The public schools are already fraught with problems, and providing a downward extension to three- and four-year-olds is ill conceived.

Some studies show that premature schooling may potentially slow or reduce a child's overall development by reducing valuable play time.

Additional studies show that quality early education could as of 2004 cost more than $5,800 per year. The government would be taxing many people who may not wish to pay for preschool for another family's children.

In spite of the controversies, demographic trends in the early 2000s indicate that early childhood education has become, and will continue to be, an important aspect of the U.S. educational system.

Parental Concerns

Parents are often understandably concerned about the quality of the early childhood education programs available to them. By taking the time to investigate several schools, most parents find a program with which they and their child are comfortable.

Resources

Periodicals

Barnett, W. Steven, and Jason T. Hustedt. "Preschool: The Most Important Grade." Educational Leadership 60 (April 2003): 7, 54–57.

Pascopella, Angela. "Universal Early Education: Point/Counterpoint." District Administration (August 2004): 28–31.

Web Sites

"Enrollment in Early Childhood Education Programs." National Center for Education Statistics, 2002. Available online at (accessed January 5, 2005).

[Article by: Deanna M. Swartout-Corbeil, RN]

Read more: http://www.answers.com/topic/early-childhood-education#ixzz2RYku0CDf