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The Philippines has a long history dating back to the pre-Spanish period in 1564. Formal childcare focuses on structured classroom activities, literacy, numeracy, and is offered in private preschools and public kindergartens/primary schools. Providers require a B.S. degree in early childhood education. Informal care is through public daycare centers and home-based care, with sessions 3-4 hours per day aiming to develop children holistically through less structured play. The national preschool program ensures quality preschool access for 5-year-olds. Educators are expected to engage children, maintain health and safety, and encourage growth across all developmental domains. Providers require a high school diploma
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The document provides an overview of child care in the Philippines. It notes that child care can be formal, through private or public pre-schools and primary schools with a focus on structured cognitive and literacy skills, or informal through home-based or public day care centers that utilize a less structured curriculum centered around play. Both formal and informal care aim to develop children holistically across physical, social, emotional and cognitive domains. It also mentions that the Philippines started a National Pre-School Education Program in 2005 to provide quality pre-school access to all 5-year-olds.
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The document discusses child care in the Philippines. It notes that day care programs are conducted in both public centers and home-based settings. Public day care centers are the largest providers of early child care, with 3-4 hour sessions held Monday through Friday aimed at developing children physically, socially, emotionally, and cognitively through a less structured curriculum centered around play. Both formal and informal child care programs aim to maximize children's potential through varied experiences tailored to their interests and abilities. The National Pre-School Education Program was established in 2005 to further engage children in structured classroom activities while maintaining health, safety, and growth across all developmental domains.
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The document summarizes Jamaica's child care system and the history and role of early childhood education. It provides details on the types of child care available, including basic schools, day care centers, and government infant schools. It notes that over 80% of preschoolers are enrolled in basic schools and under 20% in public infant programs. The document also discusses the underlying philosophy, accessibility, training requirements for ECE professionals, and roles of early childhood educators as models, guides, friends and inspirers for children.
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PalosVerdesMontessori@gmail.com
(310) 541-2405
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This document summarizes Stephanie Davis's education and qualifications for an elementary school teaching position. She has a Bachelor of Arts in French from Angelo State University, with a minor in Journalism and study abroad experiences in France and New Zealand. Her teaching experience includes roles as a preschool teacher, nanny, and family assistant. She is currently working towards Texas teaching certifications in core subjects for grades EC-6, as well as ESL and special education endorsements. Her objective is to obtain a position as an elementary school teacher to utilize her dedication to children's development and educational needs.
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2. Several types of special education are described, including preventative, remedial, compensatory, and individually planned education.
3. Thirteen categories of disabilities are listed that can qualify students for special education, such as autism, deafness, intellectual disabilities, and specific learning disabilities.
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This document discusses the history and goals of special education in the Philippines. It notes that special education began in 1908 with the establishment of a school for the deaf. Over time, various laws were passed to support education for students with disabilities and establish teacher training programs. The goal of special education is the integration of students with special needs into regular classrooms when possible. Special education teachers focus on individualized education plans while regular teachers teach the standard curriculum.
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This document provides information for parents about their child's first year, Primary 1, at Mid Calder Primary School. It outlines the school structure, daily schedule, curriculum overview, and other important details. The key points are:
- The school is organized into nursery, infant, middle, and upper areas. Primary 1 classes are in the infant area.
- A typical day for P1 students includes breakfast club, morning lessons, interval, afternoon lessons, and dismissal at 3:05 PM on Monday-Thursday and 12:30 PM on Friday.
- The curriculum focuses on developing literacy, numeracy, and health and wellbeing skills through play-based and interdisciplinary learning.
- Parents
Child care Presentation
The document discusses child care in the Philippines and Ontario, Canada. It covers the history and growth of child care in the Philippines from its origins under Spanish rule to modern preschool programs. It also outlines the availability and types of child care in both locations, including center-based, home-based and school-based options. The roles and training of early childhood educators are also summarized for each place.
Transition day Powerpoint
1. This document provides information for parents about the Reception class at Wylde Green Primary School.
2. It introduces the staff, describes the areas of learning that are assessed, and explains the school's approach to teaching literacy, phonics, mathematics and more.
3. Practical details are also provided, such as what to bring to school each day, medical policies, and pickup/drop-off procedures.
Educational System in the Philippines, Quality Education and Access to Education
Helps viewer to identify easily the Educ. System in the Phil., Quality Education and Access to Education
Meet the Teacher 2022 - Ladybird.pptx
The document provides information for parents and caregivers about the Ladybird class. It introduces the teachers, classroom, and beginning of the year. It discusses class representatives, behavior expectations, celebration worship, daily work including phonics and maths, reading records, daily reminders, home learning on Google Classroom, parent helpers, and National Online Safety. It also provides information on parent consultations, parent information evenings, topics for the year, and what a thinking school is according to educator Bob Burden.
edu06 midterm.pptx
The document discusses the vision, policy, goal, and objectives of special education in the Philippines. It aims to provide children with special needs appropriate educational services within mainstream basic education. Special education programs include special education centers, special and inclusive classes, residential schools, and community-based programs. The goal is to support children with flexible, individualized learning and prepare them for independent living.
philippineeducationalsystem-170625123930.pptx
The document provides an overview of the history and development of the Philippine educational system from pre-colonial times to the present. It discusses the contributions of Spanish, American, and Japanese rule to establishing a formal education structure. It also describes the implementation of the K-12 program in 2011, which extended basic education to 13 years and included a new curriculum. The K-12 system includes pre-school, primary, junior and senior high school levels with standardized ages and subjects.
MedinaResume2016
This document is a resume for Medina Indiana, who has over 10 years of experience working in education and care coordination roles. She has a Master's degree in education and is fluent in Spanish and English. Her experience includes working as a parent coach, lead teacher, assistant teacher, and middle of the day teacher. She is passionate about developing relationships with clients and collaborating with care teams to achieve health outcomes.
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Introduction to objective, scope and outcome the subject
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Phillipines powerpoint
- 1. Child Care from a Global Perspective PHILIPPINES Annie , Junnifer, Shamsun Nasima, : Avelina
- 3. • 1564-1882- PRE-SPANISH PERIOD 1890 -1900 -SPANISH ERA 1935-1948- AMERICAN ERA
- 4. FORMAL o Children are engaged in a teacher-directed, structured classroom tasks; o Activities are limited to paper- pencil tasks with arts/crafts, music &movement o Focus mainly on cognitive literacy and numeracy skills; o Offered both in a private Pre-school and Public Kinder and Primary Schools o Primary service provider requires university or college graduate of B S Degree in Early Childhood or Kindergarten Education or Family Life and Child Development.
- 5. • Day care programmes are carried out in public centres and home-based setting a. Home-based – Parents , guardians enhanced their knowledge, skills and attitudes in parenting through listening to air program –Philippine family on the air; b. PublicDay Care Centres- largest provider of early child care • 3 to 4 hr sessions per age group, Monday till Friday • Education aims to develop physical,social,emotional, and cognitive in a less structured curriculum and mostly through play. Both Formal and Informal aim to develop children in all aspects(physical,social, emotional,and cognitive )to maximize children’s potential through a variety of experiences considering their interests and capabilities.
- 7. July 26, 2005 -National Pre-School Education Program was conceived and started which ensures that all 5 year old children have access to quality pre-school education.
- 8. •To engage children in a teacher- directed, structured classroom tasks; •Educators maintain the children’s health and follow safety policies, if they get sick (I.e. cold, flu, running nose or diarrhea). •Encourage children’s growth in all domains (physical, social, emotional, language and cognitive). •Create enhancing programs and curriculums
- 9. • High School Diploma •The education must be a Bachelor of Science degree with specialization in Early Childhood or Kindergarten education. •Female between ages 18-45 (for daycares) •Male or female, between the age of 21- 35 (for pre-school) •Training experience and an interest in working with young children and certified physically and emotionally fit.