This document outlines the government agencies and organizations involved in early childhood care and education in the Philippines. It discusses the Kindergarten Education Act of 2012 which institutionalized kindergarten education. It also describes the guiding principles for child growth and development, learning program development, and learning assessment for kindergarten. The developmental domains and curricular themes for kindergarten are also listed.

2. Government Agencies that
are Involve in Early
Childhood Care

3. • Department of Education
(DepEd)
• Department of Social Welfare
and Development (DSWD)
• Early Childhood Care and
Development Council (ECCD)
• Local Government Units
• Private Sector

4. January 2012, RA 10157,
otherwise known as the
Kindergarten Education Act,
institutionalized the
Kindergarten Education into
the basic education system of
the Philippines.

5. Kindergarten is vital to the
academic and technical
development of the Filipino
child for it is the period when
the young mind’s absorptive
capacity for learning is at its
sharpest.

6. It is also the policy of the state
to make education learning –
oriented and responsive to the
needs, cognitive and cultural
capacity, the circumstances
and diversity of learners,
schools and communities
through the appropriate
languages of teaching and
learning.

7. Implementing Rules and
Regulations (IRR) of the
Kindergarten Education
indicate that Kindergarten
education shall be inclusive.

8. Programs for the Gifted,
Programs for Children with
Disabilities,
Kindergarten Madrasah
Program,
Indigenous People (IP)
Education Program
Programs for Learners under
Difficult Circumstances

11. GENERAL GUIDING
PRINCIPLES

12. A. On Child Growth and Development
• Every child is unique
• Every aspect of growth and
development is interrelated and
interdependent.
• The learning and development of every
child involves a series of complex and
dynamic processes

13. A. On Child Growth and Development
• The child must be encouraged to aspire
beyond one’s own level of achievements
• Every child is a thinking, moving, feeling and
interactive human being able to actively
participate in the learning and development
of self in the context of one’s family and
community including cultural and religious
beliefs.

14. B. On Learning Program Development
• The learning program is child centered.
• The learning program is appropriate for
developing the domains
• The learning program is implemented by
way of diverse learning activities
• The use of learning materials and other
resources that are locally developed and/or
locally available is encouraged.

15. C. On Learning Assessment
• Assessment is done to monitor learning
• Assessment is essential to identifying the child’s
total developmental needs and does not
determine academic achievement.
• Assessment is best conducted on a regular basis
• The results of the learning assessment of a child
shall be kept strictly confidential.
• The family and community must be informed of
the general outcomes of learning so as to
encourage further cooperation and partnerships.

16. DEVELOPMENTAL DOMAINS
• Kagandahang Asal (Values
Education)
• Kalusugang Pisikal at Pagpapaunlad
sa Kakayahang Motor (Physical
Health & Motor Development)
• Pagpapaunlad sa Kakayahang Sosyo-
Emosyunal (Socio-Emotional
Development)

17. DEVELOPMENTAL DOMAINS
• Pagpapaunlad ng Kakayahang
Makipamuhay (Social Development)
• Language, Literacy and
Communication
• Mathematics
• Understanding of the Physical and
Natural Environment

18. CURRICULAR THEMES
• Myself
• My Family
• My School
• My Community
• More Things Around Me