KBA Kinder on ARNEC_SC Philippines

Click here to load reader

  • date post

  • Category


  • view

  • download


Embed Size (px)

Transcript of KBA Kinder on ARNEC_SC Philippines

  • Creating spaces for learning and

    development for the most deprived and

    marginalized children

  • Our ECCD Work

    Early learning/ transitions


    o Promote mother tongue-based

    early education

    o Bridge between home and

    school environment

    o Improve school readiness


    aged 3 to 5 years old, in the most

    deprived and marginalized

    communities, have

    developmentally-appropriate skills

    necessary for formal school

    7 September 2016ARNEC Webinar on Pre-Primary Transition Programmes


    An alternative,


    early learning program for

    5 years old children

    focusing on development

    of their emergent literacy,

    numeracy, self-care,

    health practices and

    socialization.* with authority from DepEd

  • Locations

    Indicators of appropriateness: Safe, Near, Proper lighting and

    ventilation, Space to move, WASH provisions (toilet, water), CWD-

    friendly and disaster-resilient

    Daycare center


    Residential compound

    Barangay center

    Multi-purpose hall

    Makeshift classrooms

    Classroom on wheels

    (converted container vans)

  • KBA Kinder Structure & Implementation

    Cycle 1September


    Cycle 2January -


    June to August

    Facilitators Training, Materials

    Development, Community

    Mobilization, Advocacy with







    Cycle 3

    (Summer)April - May

    April: Facilitators Training,

    Materials Development

    National school calendar starts in

    June; thus, capture only those who

    are still not in school

  • 7 September 2016ARNEC Webinar on Pre-Primary Transition Programmes


    Emphasis on:

    Child as the center of


    Teacher as scaffold and

    an observant partner

    Engaging environment;

    has materials that children

    can manipulate

    Learning is enjoyable,

    active, and relevant

  • Curriculum Development Process


    - Children

    - KBA facilitators

    Comparative Review

    - National Early Learning Framework

    - National Kindergarten Curriculum

    Writeshop of Staff with Consultant

    Pre-testing Finalization

  • Curriculum


    Additional take-away from routine

    Different classroom strategies and methods:

    sequential and inquiry-based learning, stronger

    integration and creation of big picture, strengthening

    subject areas esp. math and science

    Conduct of assessment

  • Curriculum

    Literacy Daily reading

    Mother tongue

    Marungko Approach m, s, a, i and so on (most

    frequent occurring

    letters in Filipino


    Sound off than read

    Blended sounds to form

    syllables then words

    Numeracy Base-10 Math

    Problem Solving

    Other Math areas (i.e.

    measuring, graphing,

    geometry, etc.)

    Socialization, Play and Exploration,

    Self-help, Healthy practices

  • Other Features

    Teaching the concept as an avenue to

    strengthen the skill

    Hands-on learning

  • Other Features

    Expansion of Schema


    Motivation questions

    Repetition of stories and


    Core Subject focus depending

    on themes

    Discovery Science

    Community Math

    Family Social Studies

    Self Language Arts

  • Other Features

    Small Group Activities

    Skill building and




    Self-Correcting Materials

    and Graphic Organizers

  • KBA Kinder Themes

  • KBA Kinder Themes

  • 7 September 2016ARNEC Webinar on Pre-Primary Transition Programmes

    Assessments and


    Friday review

    Pre- and post-tests of

    child development

    outcomes using

    government tool or

    IDELA (International

    Development and

    Early Learning


  • Professional

    Development of

    KBA Kinder


  • Phased Training Program

    The standard training package composed of:

    Level 1

    KBA Kinder Curriculum

    Active Learning Methods and Mother-

    Tongue Based Education

    Developmental Assessment (IDELA)

    Parent Involvement and Facilitating Parent

    Education Session

    Level 2

    Disability Sensitization (module for finalization)

    Positive Discipline in Everyday Parenting/Teaching

    ECCD in Emergencies/DRR (module for refinement)

    Level 3

    Teaching Reading

    Teaching Math

    Gender Equality (module to be developed)

  • Assessments/Monitoring

    ECCD Facilitators Knowledge, Attitude and Practice

    Pre and Post tests during trainings

    Capacity Assessment towards development of capacity building plan

    Monitoring tool (Quality Learning Environment)

    Key competencies

    Use of active learning and child centered methodologies;

    Use of culturally and developmentally appropriate learning materials;

    Effective classroom management and positive discipline;

    Incorporation of DRR, health, hygiene and nutrition, child rights and

    protection messages in lesson plans;

    Inclusive practices and strategies in the class;

    Active parent engagement

  • Other Components

    Integration of other themes and sectors

    Health & nutrition (health status monitoring,

    micronutrient supplementation, health and

    dental check-ups, etc.)

    Child protection (referral pathways, code of

    conduct, promotion of positive discipline)

    Risk reduction and resilience (emergency

    preparedness plans, drills, etc.)

    Advocacy towards budget allocation and

    local policies on education

    Parent education sessions

  • Partners

    Homeowners Associations

    Barangay & City Council for the Protection of Children

    City Social Welfare and Development Office

    City Health Office &Barangay Health Center

    Department of Education

    Other Civil Society Organizations

  • Using ECCD Checklist (2013-2014), n=264

    Significant improvements in scaled scores and

    standard scores for the following domains:

    Gross Motor Receptive Language

    Fine Motor


    Expressive Language



    Overall improved performance for children:

    increase in percentages of children in the

    average and advanced categories, and decrease in those classified as delayed.

    A significant difference between pretest and

    posttest scores; there were favorable differences

    in the number of children classified as average

    or better after the program.

  • Using SReYA (2014); n=374

    Strongest Areas* Weakest Areas*

    Expressing different emotions or

    feelings (95.72%)

    Telling and explaining similar pictures

    and objects (97.06%)

    Tracing, copying or drawing geometric

    figures (93.58%)

    Telling and explaining which pictures or

    objects were different (93.05%);

    Copying letters and word (95.72%).

    Reading 2-3 syllable word

    Sequencing events

    Identifying words that rhymed or

    sounded alike

    Conserving numbers and giving

    equivalence of numbers

    At least 75% of children are performing the following: Copying letters or words;

    identifying similar objects; and naming places in the community where families got

    their needs

    Less than 75% of children are performing the following: sequencing events;

    conserving numbers; and identifying words that rhymed

    *based on means

  • More years of exposure to ECD program

    makes children more school ready (2014)

    Children who attended BOTH KapitBahay-

    Aralan (KBA) and Summer Learning Program

    (SLP) have:

    Less repeaters

    Higher rate of academic awardees

    Compared to those who

    attended either KBA or

    SLP only

  • 2015 Data

    90% (n=3,839) obtained passing score in

    SReYAo 42% Boys; 58% Girls

    Promotion Rate to Grade 2o Manila 94% (n=71)

    o Mindanao 83% (n=3,013)

    769 KBA Kinder sites

    22,654 KBA Kinder childreno Manila - 63% Male; 37% Female

    o Mindanao - 51% Male; 49% Female

  • Support to Public Kinder (DepEd)

    Teacher trainings

    Materials provision or development

    Refinement of the Kindergarten Teacher Guides

    with DepEd Central Office (ongoing)

  • Challenges

    Issue Resolution/Action Taken

    Frequent updating of policies and

    focal points within the Department of


    Constant coordination with

    District/Division offices

    Security of tenure for trained KBA


    Advocated for a local policy on hiring

    and dismissal of ECCD workers;

    some LGUs created salaried posts for

    ECCD workers; also extended

    livelihood support to ECCD volunteers

    Including children with disability in

    classes; optimizing their participation

    in classes

    Collaboration with other projects;

    extending training and materials

    Recruitment of male teachers and

    male caregivers

    Work wit