This document discusses establishing mechanisms to ensure a successful transition from home to pre-school and elementary education. It emphasizes establishing school-community partnerships to increase enrollment and completion rates. This includes community mapping to identify out-of-school children, monitoring attendance to identify at-risk students, and participatory planning between community, day care centers, and schools. It also stresses the importance of improving quality through aligning curriculum, sharing resources and training between ECCD workers and teachers, implementing child-centered approaches, and addressing learning disabilities early. The goal is to have ready children, schools, and communities working together through local governance structures.

1. SUCCESSFUL AND SEAMLESS TRANSITION FROM HOME TO PRE-SCHOOL TO PRIMARY EDUCATION
DEMAND STIMULATION
Elementary
School
• Kinder
• Grades 1 - 3
QUALITY SUPPLYREADYFAMILY
ESTABLISHING SCHOOL-COMMUNITY MECHANISMS TO INCREASE ACCESS AND COMPLETION OF ECCD/ ELEMENTARY EDUCATION:
• Community mapping to seek out 3-11 y/o children not in DCC/School and get them enrolled (including resolving issues on birth certificates) using the Early Registration Program of DSWD/DepEd;
• identifying children at risk of dropping out (eg. Early warning signs of absenteeism) and design remedies to keep them in DCC/Kinder/next grade levels;
• participatory Planning & Monitoring processes involving community, DCC, school
IMPROVED GOVERNANCE
Figure 1: “isa, dalawa, tatlo, apat, --bawat bata handa dapat” (one, two, three, four--make every child ready for more) where the 3 interlinked dimensions of school-readiness: home/children/center or school are re-
visualized as standing on or supported by the 4th dimension (community). It sends the message that activities in each dimension, (whether stimulating demand or ensuring quality supply) are simultaneous with the rest and
not necessarily, rigidly sequential but is driven by available governance structures/mechanisms at the LGU level. Why is ECCD for 3-4 year olds crossing part of demand stimulation and quality supply? Because children who
have had positive DCC or SNP experiences become more eager (demand) and confident to begin kinder and primary education. “more”= development progress, lifelong learning, life-skills, positive life experiences
IMPROVING QUALITY:
• Alignment of curriculum, instruction and
assessment (including handover of the ECCD
checklist from DCW to Kinder Teacher and from
KT to Grade 1) = CHILD CENTERED
• Sharing of resources for Training ECCD workers
& Teachers (deeper understanding of child
development principles and child-centered
approaches) and teaching/learning materials for
young children
• Implementing ADMs in ECCD and Elementary
• WASH in DCC/Schools
• System for addressing learning disabilities in
Children
READYSCHOOL
ECCD for 3-4
year olds
• DCC
• Home-
based/
Structured
Neighbor-
hood
Playgroups
(SNP)READYCHILDREN
HOME
ENRICHING PARENTS’
EDUCATION:
• CHILDREN’S
RIGHTS/PROTECTION
• PROPER CARE (INCLUDING
WASH AND & NUTRITION)
• ADVOCACY FOR ECCD
READY COMMUNITY (MLGU-BLGU-PRIVATE SECTOR-CIVIL SOCIETY PARTNERSHIP MECHANISMS