Updated National Kindergarten Curriculum Guide

The National Kindergarten Curriculum Guide intends to provide the Kindergarten teachers everyday learning episodes which are correspondingly supported with developmentally-appropriate activities.

National Kindergarten Curriculum Guide Objective

  1. Enhance brain development of early childhood learners.
  2. Develop children’s skills relative to the content focus derived from the National Kindergarten Standards and Competencies.

Brain development occurs during the first 8 years of life of the child. Early experiences contribute significantly to the structure of the brain and its capacities. Early interactions, how we relate and respond, directly affect the way the brain is interconnected. Development is also influenced by nutrition, surroundings and stimulation.

Cognizant of how brain development takes place, a curriculum which will enhance its development should be in place. Hence, the development of the forty-week Kindergarten Curriculum or the National Kindergarten Curriculum Guide (NKCG).

National Kindergarten Curriculum Guide Features

It is of 2 Parts:

Part I – Weeks 1 – 20

  • (1 – 10 First Grading Weekly Plans)
  • (11 – 20 Second Grading Weekly Plans)

Part II – Weeks 21 – 40

  • (21 – 30 Third Grading Weekly Plans)
  • (31 – 40 Fourth Grading Weekly Plans)

With the prescribed Blocks of Time

Each week has:

  • Content-focus statement
  • 5 suggested daily plans

Daily plans contain:

  • Message for the day
  • Suggested activities for each Block of Time

Activities and materials are appended after every weekly plans.

Inter-relatedness of all the learning domains is of utmost consideration, hence learning activities are carefully selected so that no learning area is taught in isolation. However, materials and activities are suggestive in nature and the teacher is still empowered to use activities/materials deemed best suited to the class being handled.

The content and skills to be developed are derived from the National Kindergarten Standards and Competencies for the Five Year Old Filipino Children and employs the integrative approach in developing the skills relative to the content focus.

Varied activities are utilized through games, songs, dances, rhymes, poems, stories, pictures, manipulative toys which will make learning fun, pleasant, and enjoyable, thus ensuring active interaction among the learners.

Basically, the National Kindergarten Curriculum Guide will relieve the Kindergarten teachers from worries on what and how to teach and where to get the materials needed.

KINDERGARTEN SAMPLE PROGRAM OF ACTIVITIES

MORNING and AFTERNOON SESSION

TimeNo. of MinutesActivitiesArea of Development
7:30-7:4010Arrival TimeLanguage Development – listening, speaking-storytelling

• Introduce & reinforce routines and rules
• Exploration of materials of their choice
• Browsing through books
• Drawing/writing
• Gathering news
chatting with peers/teachers
7:40-8:0020Meeting Time 1• First whole group activity for the day

• Perfect context for:
• teaching children how to behave confidently and fairly in a group

• Teaching children how to take turns talking and listening to each other

Provides children with opportunities to:
• share experiences
• plan the day
• make choices
• problem-solve
8:00 – 8:5050Work Period 1Provide children with opportunities to:

• explore the environment
• develop thinking skills: observing, problem-solving, measuring
• develop creativity: generating ideas, creating products
8:50 – 9:1020Meeting Time 2Second whole group activity for the day that provides children with opportunities to:

• share experiences
• plan the day
• make choices
• problem-solve
9:10 – 9:2515RecessGives children a chance to refuel on many levels:

• physically
• emotionally
• socially

Children take their snacks and a chance for teachers to incorporate hands-on activities to develop desirable table manner. Values of being independent, disciplined and being conscious about healthy and nutritious food are deliberately integrated.
9:25 – 9:4520Rest/Story TimeProvide children with opportunities to:

• have time to stay still and be quiet
• over-stimulation
o all day children are bombarded with sounds, sights, smells
o resolving conflicts, learning to play together and responding to the demands of adults is hard work for children

• Self-care and independence

• Attending to and learning about health and hygiene

• Developing the concept of time: learning the sequence of daily activities

Provides opportunities for:

• Listening and speaking
• Imaginative thought
• Making predictions
9:45 – 10:3045Work Period 2• Learn to work independently and collaboratively
• Make choices about their work
• Gain control over what they do
20Rhymes/Poems/So
ngs
Provide opportunities for:

• Learning about pitch, rhythm, tempo
• Language development
• Understanding patterns
• Developing physical skills and coordination and using the body for self-expression
• Creativity
• Interaction
• Enjoyment
10:30 -10:5020Indoor/Outdoor
Games
Provide activities which may either be quiet or active. Quieting activities include thinking games and activities that involve music and light movement.

Active and vigorous activities include ball games, relays, calesthenics, routine exercises or dancing.
10:50 – 11:0010Meeting Time3Children are being prepared to go home. They are reminded on some road safety rules to follow.

National Kindergarten Curriculum Guide Week 1 Plan

This resource intends to provide Kindergarten teachers everyday learning episodes supported with developmentally-appropriate activities.

Updated Weekly.

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