1. 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

2. 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]

3. 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.

4. 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).

5. 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).

6. 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, and
4. Life and career skills.
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Implementation and Transition Management
Implementation

7. 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

8. 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.

9. 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:
Social
Refers mostly to the ability to form attachments, play with others, cooperate, share, and
create lasting relationships
Physical
Development of fine (small) and gross (large) motor skills
Intellectual
Learning to make sense of the physical world

10. Creative
Development of talents in areas such as music, art, writing, and reading
Emotional
Development 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:
Sensorimotor
This 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.
Preoperational
The 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 operations
This 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 operations
This 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

11. Early childhood education
Gale Encyclopedia of Children's Health:
Early Childhood Education
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Home > Library > Health > Children's Health Encyclopedia
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.

12. 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.

13. 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.

14. 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