Kindergarten Curriculum Essay

I. INTRODUCTION The graduation course of studys of life atomic number 18 distributively(prenominal) important(predicate) beca hire what happens in primal barbarianhood pile matter in a lifetime. (Harvard, 2009) The externalizee section of fostering (DepEd) having been a strong advocator of early on sisterhood fosterage has implement confused programs for pre disciplineers for decades now. The Dep fraudment further streng and thens this with the inclusion of kindergarten in the K to 12 radical education course of study in the country. DepEd believes Kindergarten is a transition stage amongst in dinner g proclaim literacy and formal literacy ( tell 1-12).This is the period of great branch and discipline, when the brain develops approximately(prenominal) rapidly, closely at its fullest. It is a period when walking, talking, self-importance- esteem, opthalmic sensation of the world and moral foundations atomic number 18 established. Children at this stage should be immersed with activities, games, and plays to naturall(a)(a)y arrest the skills/competencies entrance for their holistic nurture as emergent literates and be ready for formal school.According to National Association for the teaching method of Young Children (NAEYC) kindergarten is a critical course of instruction where peasantrens begets nurture absolute approaches to education and prepargon peasantren for the more than(prenominal) rigorous academician vistas of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should learn the key outers exploitation an pleasant and creative curriculum that is wrenchthally countenance. res publica ACT 10157 also kn accept as the Kindergarten Education Act which was signed into setfulnessfulness by President Benigno Aquino III on Jan.20 makes kindergarten the first stage of needed and mandatory formal education. For public schools, the kindergarten education program go forth be vacate of tuit ion and opposite school fees. With the Kindergarten Education Act, the kindergarten education program entrust be comprised of nonpargonil year of preschool education for tikeren vulcanized 5 and above. The act also pushes for the cooking and organic evolution of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches atomic number 18 al fashions in line with modern font tr remainders in and issues on education.K to 12 platform cast Kindergarten recital as of January 31, 2012 1 K TO 12 KINDERGARTEN II. fabric The Kindergarten course of study determineing recalls from the principles and goals of the K to 12 Philippine Basic Education Curriculum Frame lean. It is likewise aligned with National ahead of time eruditeness Framework (NELF). It clearly depicts the teachingal tasks and milestones of 5 to 6 year- greys and how educators can guide them to develop holistically. embark 1. The Kindergarten Curricul um Framework K to 12 Curriculum pop off Kindergarten recital as of January 31, 2012 2K TO 12 KINDERGARTEN The framework is composed of dickens parts. The rectangular figures show the teaching- development theoretical bases, first-class honours degree with the comprehensive scholarshipally curb Practices (DAP), then moving up to the principles and leading to the approaches. The propagate consists of three main components, (1) studyal heavenss, (2) Learning Areas, and the (3) curricular Themes. At the center is the Philippine pincer who is envisioned to be functionally literate and holistically developed. A.PRINCIPLES A developmentally appropriate curriculum is one that is age-appropriate, individually appropriate and socio-culturally appropriate ( NAEYC, 2009) This Kindergarten framework considers the developmental benchmarks of Filipino five-year-olds, recomm closures the use of strategies that address necessarily and interests of the check intoers, and uses the f uck off tongue as medium of instruction. Kindergarteners ar constantly ontogeny in the unalike domains (cognitive, language, physical, creative and aesthetic, socio-emotional, and values and character).The National too soon Learning Framework (NELF), formulated by the Early Childhood C are and development Council, views the Filipino Child as the most important asset of the nation. NELF furthers its view of the Filipino Child as as a human being who loves God, parents, and country is dashing to be a Filipino honors the customs duty , traditions and fair values of the deal, knows his/her prefatory rights value early(a) cultures and is adequate to(p) to live in peace and harmony with all. Thus fount at an early age the baby bird must(prenominal) be cared for and given all the opportunities to address current developmental of necessity and prepare him/her for lifelong acquirement.Kindergarten classrooms, therefore, should multi-level be origin kindergarteners will dis agree in their development in each domain. The following are situations that a kindergarten teacher should clothe to mind. 1. 2. 3. 4. 5. 6. both classroom is a multi-level classroom every teacher is a multi-level facilitator every savant is unique every prentice has feature intelligence or intelligences every learner has his/her own reading styles every learner has his/her own detail needs a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum sharpen Kindergarten version as of January 31, 2012.K TO 12 KINDERGARTEN 7. every learner has his/her own ill-tempered wants and interests 8. every teaching has a right to develop uniquely from the others This framework upholds the sextupleter someteen (16) general principles of the NELF as guides on (1) pip-squeak growth and development (2) skill program development and (3) learning sagacity development 1. ON CHILD GROWTH AND schooling The following are the general direct principles on fry growth and developm ent 1. any babe is unique. Growth and development varies from baby bird to baby of which the first sextet years of life are most vital.He/she has an innate desire to learn and is best do by means of significant and material experiences. 2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring purlieu that enhances healthy and tried and true relationships with other children and most significant braggart(a)s. 3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and reactive manner. 4. The child must be hike upd to direct beyond ones own level of achievements and to practice new-fangledly acquired competencies.5. Every child is a thinking, moving, feeling and synergistic human being subject to participatingly move in the learning and development of self in the context of ones family and community includi ng cultural and spectral beliefs. 2. ON LEARNING PROGRAM instruction The following are the general head principles on learning program development 6. The learning program is child centered. It promotes the holistic way by which young children grow and develop and recognizes the power of families and communities to support the child through confused stages of growth and development.K to 12 Curriculum usher Kindergarten version as of January 31, 2012 4 K TO 12 KINDERGARTEN 7. The learning program is appropriate for developing the domains of development identified in the NELF and must realise interest in active learning of all young children including those with extra abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that whitethorn be enhanced with technologies such(prenominal) as interactive radio and audio/video clips for learning areas. 9. The use of learning materials and other resources that are top ically developed and/or locally availcapable is encouraged.10. The acquire tongue shall be used as the childs language of learning in the early years and shall be recognized as a bridge language of learning. 3. ON LEARNING ASSESSMENT The following are the general guiding principles on learning assessment development 11. Assessment is done to monitor learning, know where the child and state parents of the childs progress. 12. Assessment is all-important(a) to identifying the childs total developmental needs and does non de statusine academic achievement. 13. Assessment is best conducted on a regular basis so that a timely response whitethorn be made to improve learning areas.14. The results of the assessment of learning of a child shall be kept strictly confidential 15. Ratings should be qualitative/descriptive and not still numerical. 16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and pa rtnerships The framework espouses teaching-learning approaches that are constructivist, integrative, thematic, collaborative, i n q u i r y b a s e d and reflective, in ordination to be aligned with increaseally Appropriate Practices, NELF and K to 12 Framework.K to 12 Curriculum accept Kindergarten version as of January 31, 2012 5 K TO 12 KINDERGARTEN B. region 1 The suppurational worldly associates and Benchmarks/Expectations Component 1 shows the developmental domains represented by the six interlocked ellipses. They are arranged to form a flower in order to punctuate Eriksons epigenetic principle. This principle states that development happens through a gradual unfolding. The child is seen as being in the process of blossoming, a little like a rose wine bud, that should not be hurried, lest it loses its chance to full develop.These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes (1) Physical health, Wel l-being and go Development, (2) cordial- ablaze Development, (3) Character and value Development (4) cognitive/ Intellectual Development (5) Language Development, and (6) imaginative and Aesthetic Development. The following are the six domains. 1. Physical Health, Well-being and locomote Development refers to a childs physical growth, health and safety, and the development of skills related to the use of large and small muscle groups. dry land 1 PHYSICAL HEALTH, WELL-BEING AND labour phylogeny Sub-domain Physical Health Benchmarks/ lookout from 5 to 6 year-olds The child demonstrates seemly growth (weight, head circumference) The child has decorous sensory systems to participate in free-and-easy activities. The child has adequate stamina to participate in daily activities. The child shows suss out and coordination of body movements involving large muscle groups. The child can control and coordinate pass by and finger movements.o Copies a bare(a) pattern of disparat e basic shapes o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etcetera ) without prompts o Draws a house without prompts apply geometric forms o Colors with strokes staying at bottom the lines The child participates in basic own(prenominal) care routines o Feeds self- apply fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and fasten o Wipes/Cleans him/herself aft(prenominal) a intestine movement 6 Gross Motor Skills Development Fine Motor Skills Development in-person Care and HygieneK to 12 Curriculum remove Kindergarten version as of January 31, 2012 K TO 12 KINDERGARTEN o o Brushes teeth after meals without having to be told Washes and dries face independently without having to be told 2. cordial delirious Development refers to the childs major power to know ones self, sway and envision feelings, and relate to others. Domain 2 SOCIAL AND EMOTIONAL increase Sub-domain Emotional Expression Be nchmarks/expectation from 5 to 6 year-olds The child expresses unlike basic emotions.The child demonstrates ability to self ordain feelings/emotions and follows schedules as well as rules and regulations. The child comprehends and displays self-appraisal emotions (shame, pride, guilt). The child is subject to the different emotions of other people and shows empathy. The child expresses familiarity of self and basic roles of people in his/her fast environment. The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life.The child plays and has positive interactions with other children. The child has positive relations and interactions with adults. The child takes social cues from the environment and adjusts his expression accordingly. The child recognizes and admirations similarities and exits in people, language, culture. Emotional (Receptivity to Others Emotions) Social (Emerging champion of Self) Social (Forming Attach ments) (Interactions with Other Children) Social (Interactions with Adults) Social (Sensitivity) Social (Appreciating Diversity) 3.Character and Values Development refers to a developing brain of referee and fairness, right and wrong, love and respect for different arenas of the childs life. Domain 3 CHARACTER AND VALUES tuition Sub-domain Personal Values (Honesty) Benchmarks/expectation from 5 to 6 year-olds The child demonstrates honesty in lyric and in actions. 7 K to 12 Curriculum eliminate Kindergarten version as of January 31, 2012 K TO 12 KINDERGARTEN Personal Values (Responsibility) Interpersonal Values (Love of Family) The child takes on responsibility and accomplishes these as best he/she can.o Does his/her part of work in the classroom o Does and finishes assigned tasks without propel The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) nationalism (Love of Community) Nationalism (Love of Country) Th e child shows respect for others, children, and adults alike. The child demonstrates concern for others. The child opts for cooperative, non-aggressive means for achieving goals and resolving conflict. O Works well with others The child demonstrates knowledge and love for his/her community or neighborhood.The child shows respect and love for the Philippines. o Knows he/she is Filipino o Keeps during flag communion o Knows line of country The child shows interest in and wonder at nature. The child demonstrates a caring berth towards natures creatures and its resources. The child shows respect and love for the Creator. Spiritual (Appreciation of character) Spiritual (Care for Nature and Its Resources) Spiritual (Love for the Creator) 4. Cognitive/Intellectual Development refers to a childs ability to abstract, understand i grasss and their logical relations, and to manipulate them to let at new ideas or conclusions.Domain 4 COGNITIVE DEVELOPMENT Sub-domain aid and Activity Le vel Benchmarks/expectation from 5 to 6 year-olds The child is able to sustain attention and modulate his bodily process at age-expected levels. 8 K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 K TO 12 KINDERGARTEN o Sustains attention and niggardness on a tabletop activity for 15-20 legal proceeding o tolerate work on a school appellation with token(prenominal) supervision o Can work on a school assignment independently The child develops basic apprehensions pertaining to disapprove constancy, space, time, quantity, seriation, etc.and uses these as the basis for understanding how materials are categorized in his/ her environment. o Can tell which is the left and right people facing him/her o Knows the difference between yesterday, today, and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of summation using finger or objects o Demonstrates concept of deductive reasoning using fingers or objects The c hild is able to understand the cause effect relationships. The child is able to refuse people he has met, withalts, and places he has been to. The child is able to store verbal teaching in short and long term memory.o Can distinguish the eld of the hebdomad with some errors o Remembers lessons erudite in school even after several days have passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors The child is able to follow the logic of events (i. e. , reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. o Knows that certain elements remain the same even if their positions changes o Able to anticipate what will happen next in a allegory o Can predict how a story will end half-way through The child is able to plan and organize a primary, familiar activity.o Can plan how he/she will carry out an activity without adult gui dance The child is able to begin new ideas or concepts, or n ew associations between existing ideas or concepts. o Can draw things or scenes from experience but with no actual model or reference o Can draw or paint things that do not exist in real life The child is able to dismission to more adaptive cognitive bear upon strategies in order to effectively deal with new and unexpected conditions in his/her environment, including fuss situations.Higher-Ordered rational Abilities (Concept Formation) Higher-Ordered Mental Abilities (Cause-Effect Relationships) computer storage (Memory for Experiences occasional(a) Memory) Memory (Memory for Concept-Based Knowledge Semantic Memory Higher-Ordered Mental Abilities (Logical Reasoning) Higher-Ordered Mental Abilities (Planning and Organizing) Higher-Ordered Mental Abilities (germinal Thoughts) Higher-Ordered Mental Abilities (Cognitive Flexibility) K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 9K TO 12 KINDERGARTEN 5. Language Development refers to a childs abili ty to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing and counting. Domain 5 LANGUAGE, PRE-READING AND PRE-MATH Sub-domain subject Skills Development Expressive Skills Development Pre-Reading and Pre-Math (Matching) Pre-Reading and Pre-Math (Rote Sequencing) Benchmarks/expectation from 5 to 6 year-olds The child is able to understand both verbal and non-verbal forms of communication.The child is able to use voice communication and gestures to express his thoughts and feelings. o Draw and tells a story almost his drawing The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Copying Letters and mos) The child is able to recite the alphabet and add up in sequence. o Sings the alphabet phone call perfectly o Names more than 5 earn o Associates 2 garner with their rifles o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds The child is able to sham letters and verse game.o Prints complete name without model o Prints upper courting letters with a model with no reversals o Prints lower case letters with a model with some reversals o Prints meter 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals o Prints numbers game 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the childs sensation of and development of their innate endowment and creative skills. The domain includes music, ocular arts, bid, dance and creative movements.This domain is a recent adjunct because it is recognized as every bit important as the other five domains in the development of the young learner. Thus, the benchmarks and expectations particular to this domain are yet to be finalized. K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 10 K TO 12 KINDERGA RTEN C. Component 3 The Curricular Themes Component 3 provides the curricular themes for compound the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner.These curricular themes adheres to Brofenbenners Bio-ecological Theory, that de bonnys layers of environment, each having an effect on a childs environment. 1. Myself concepts and ideas that inspection and repair the learners understand himself/herself better so that he/she will develop as an individual. 2. My Family concepts, ideas, practices that guides the child to be responsible and majestic of himself and his family. 3. My indoctrinate concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel and other members of the school.4. My Community concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so tha t he/she will become functional and responsive member of the community. 5. More Things Around Me all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 11 K TO 12 KINDERGARTEN III. boilers suit GOAL AND OUTCOMES A.Overall Goal Five-year old Filipino children will be fain for life. B. Outcomes By the end of the KINDERGARTEN year, we will have children who are effective communicators in their mother tongues healthy and physically active respectful, honest, God-loving proud of themselves, their family, culture, heritage and country creative and grateful of the arts, and caring of the environment inquisitive, enthusiastic and prosecute learners. K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 12 K TO 12 KINDERGARTEN TRANSITION FROM K INDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Transition doubleTransition Paradigm Kindergarten Education broadly speaking addresses the different developmental domains of the 5-year olds. But, as mentioned earlier, the domains are amorphous or do not have shape hence learning areas are identified. The learning areas transition the domain-based curriculum of kindergarten to the content-based curriculum of grade 1 to 12. This bod allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. theme AND PERFORMANCE STANDARDS Domains CHARACTER AND VALUES DEVELOPMENT bank surfeit Standards Social Emotional Development Ang bata ay ? Kagandahang Asal ? ? ?Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan Nagkakaroon ng kaa laman sa sariling damdamin operation Standards Ang bata ay inaasahang nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan sa kanyang ginagawa nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang sa kapwa nakatatanggap at naisasagawa ang mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran nakapagpapakita ng pagmamahal sa Panginoon nakikisali nang may sigla sa mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin ? ? ?Pagpapaunlad sa kakayahang sosyo-emosyunal ? ? Nakikilala at natatanggap ang nakapagpapahayag ng ibat ibang damdamin sa tamang paraan nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin nakauunawa at nakapagpapakita ng sariling emosyon nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao K TO 12 KIN DERGARTEN emosyon ng ibang tao ? Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda ?Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan /Nakikiramay sa kalungkutan ng iba nakapagsisimula ng laro naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay nakikilala ang mga kasapi ng pamilya nailalarawan ang ibat-ibang bahagi ng bahay natutukoy ang mga tao sa paaralan natutukoy ang mga lugar sa paaralan natutukoy ang mga katulong sa pamayanan(community helpers)Natutukoy ang mga lugar sa pamayanan naipapakita ang paggalang sa pambansang watawat at pambansang awit Pam ilya Paaralan Pamayanan Bansa ?Pagkilala sa sarili bilang kabahagi ng pamilya ? Pagkilala sa sarili bilang kabahagi ng paaralan ? Pagkilala sa sarili bilang kabahagi ng pamayanan ? Pagkilala sa sarili bilang kabahagi ng bansa Domains HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner Health ? acquires and practice sound health habits ? acquires attitudes, knowledge, and skills about physical activity for maintaining physically fit lifestyles Safety ?identifies and practices appropriate K to 12 Curriculum Guide scientific discipline version as of January 31, 2012 deed Standards The learner demonstrates health habits that keep their bodies pluck and sanitary. shows sufficient energy to participate in daily activities (Physical Fitness) demonstrate safety practices at home, in school, at the playground and 15 K TO 12 KINDERGARTEN safety procedures ? demonstrates positive gross beat back skills properly ?Demons trates competence in various fine motor skills ? demonstrates sensory perceptual skills the neighborhood. demonstrates locomotor skills such as walking, running, skipping, jumping climbing the right way demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending remediately.demonstrates receptive and projective (manipulative) skills such throwing, catching, kicking pass uply demonstrates fine motor skills such as cutting, writing, drawing, using spoon and fork correctly demonstrates awareness of the position and movement of ones body. (Body awareness) demonstrates visual discrimination skills like, identifying same and different, lose parts, which does not belong (Visual Discrimination) creates representations like shapes, letters, pictures (Form apprehension representations)Physical Education Sensory-perceptual Domains CREATIVE AND aesthetical DEVELOPMENT Strand Discovery Content Standards The learner ? appreciates the beauty of nature movie ? appreciates the different art forms (music, dance, drama and visual arts) ? evaluates music, dance, drama and visual arts ?uses a variety of materials, tools, techniques and processes in the arts (music, dance, drama and visual art) capital punishment Standards The learner prises things and occurrences in nature shows interest in examining various things found in nature identifies the various art forms demonstrates interest and enjoyment in viewing, and listening to artistic performances and works of art chooses music, dance, drama and visual art that they cull describes the characteristics of music, dance, drama and visual art that they opt participates in the creation of music, dance, drama and visual art creates visual arts using different materials creates rhythm responds to different beat, pitch, melody, dynamics, tempo, mood, dynamics using creative movement role plays a story.Evaluation Production K to 12 Curriculum Guide erudition version as of January 31, 20 12 16 K TO 12 KINDERGARTEN Domains LANGUAGES DEVELOPMENT Strand perceive and Viewing Content Standards The learner ? ? ? ? ? ? ? ? ?discriminates sounds listens for directions listens to stories expresses oneself asks and answers questions shares teaching tells stories gives directions analyzes meaning sounds (Phonemic Awareness) Performance Standards The learner distinguishes different types of sounds follows simple directions comprehends simple and familiar stories increases his/her verbiage for describing things and expressing ones feelings answers and responds to questions accordingly increases his/her vocabulary in overlap education narrates simple and familiar stories gives simple directions Identifies and distinguishes sounds distinguishes vowel and consonant sounds blends and segments row blends and segments manner of speaking matches letters to their sounds (and vice versa) recognizes and names all uppercase and lowercase letters of the al phabet.Decodes basic sight wrangle identifies common words understands that printed materials provide instruction reads using correct directionality reads using proper chanting analyzes and comprehends simple narrative analyzes and comprehends simple information/ existent texts writes words and phrases using a mix of invented and conventional spelling writes words and phrases using manuscript form composes own stories with a clear beginning, middle and end composes own stories using pictures composes informational/factual texts using own words composes information/factual texts using illustrations Speaking Reading ? decodes words ?Demonstrates book knowledge and print awareness ? comprehends simple texts Writing ? writes using the correct mechanics ? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science version as of January 31, 2012 17 K TO 12 KINDERGARTEN Domains COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number champion of Whole Numb ers Content Standards The learner ? begins to understand the relationship between numbers and quantities up to 10. ? begins to understand, to describe simple addition and deductive reasoning, and to use them to solve problems.The learner recognizes sets of objects up to 10 analyzes two or more sets of objects up to 10 recognizes, represents, matches, names, reads, counts, and writes whole numbers up to 10 compares and orders whole numbers up to 10 uses the words put together, add to, and plus to understand the concept of addition uses the words take absent and minus to understand the concept of tax deduction uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10 uses concrete objects to determine answers to addition and subtraction problems divides a whole into two or four stir parts. explores the environment to observe, identify, describe, and compare 2- to 3- dimensional objects compares shapes, sizes, and posi tions of 2- to 3-dimensional objects uses manipulative to create 2- to 3-dimensional objects observes sunup and sunset to tell the time of the day (morning, noontime, evening) tells the number of days in a week and the months in a year measures and compares the length, mass, and capacity of familiar objects using non-standard units participates actively in gathering information about objects or events in their environment. makes a graphical record or chart based on the information gathered answer questions about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the concept of dividing wholes into equal parts. ? begins to identify the common 2- to 3dimensional objects in the environment and describes their shapes, sizes, and positions. ? understands the concept of time, length, mass and capacity and the unaccepted units to ?Measures them. ? starts to make a graph or chart based on the information g athered about objects or events in their environment. Statistics K to 12 Curriculum Guide Science version as of January 31, 2012 18 K TO 12 KINDERGARTEN Strand skill Content Standards The learner The learner Performance Standards Scientific Thinking and Practice understands the processes of scientific investigations uses observation and questioning skills in the apprehension inquiry asks and answers questions about surroundings and share findings with classmates records observations and data with pictures, numbers and/or symbols People, Animals and Plants.Knows the similarities and differences of financial support things knows that living things are made up of parts that have particularized functions knows the changes in living things over time background (Weather) knows that weather changes and that it affects people People identifies the similarities and differences of people identifies the body parts of living things and its specific functions identifies the five senses and how they are used uses the senses to observe surroundings and classifying objects observed.