Visual analysis of Phil. Kindergarten Curriculum framework and the curricular themes/competenices of ECCD to Grade 1

1. The school readiness models
Bronfenbrenner’s Bioecological model,
Charles Bruner, conceptual framework that recognizes the need
for a systemic approach to early childhood development, 2010
Sayers, M., West, S., Lorains, J., Laidlaw, B., Moore, T. G., & Robinson, R. (2012).
Starting school: A pivotal life transition for children and their families.Family
Matters, 90, 45-56.

2. School Readiness: a conceptual framework
© United Nations Children’s Fund, New York
Updated in April 2012
The three dimensions of school readiness are:
(1)Ready children, focusing on children’s learning and
development.
(2) Ready schools, focusing on the school
environment along with practices that foster and support
a smooth transition for children into primary school and
advance and promote the learning of all children.
(3) Ready families, focusing on parental and caregiver
attitudes and involvement in their children’s early learning
and development and transition to school.
All three dimensions are important and must work in tandem,
because school readiness is a time of transition that requires the
interface between individuals, families and systems.
THE SCHOOL READINESS MODELS

3. The Philippine school readiness model
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. “more”= development
progress, lifelong learning, life-skills,
positive life experiences
RE-ENVISIONED IN
NEXT SLIDE
Ready FAMILY Ready CHILDREN Ready SCHOOL
Ready COMMUNITY

4. The Philippine school readiness model
Ready COMMUNITY
Ready FAMILY
PARENT
EFFECTIVENESS
SEMINARS
EARLY
REGISTRATION
CAMPAIGNS
HOME VISITS
& OTHER
ENGAGEMENT
MECHANISMS
Ready CHILDREN
DEVELOPMENT
IN 7 DOMAINS
IN ECCD
CHECKLIST
Ready SCHOOL
• CHILD SEEKING
• WHOLE-CHILD APPROACH
• LEARNER-CENTERED PEDAGOGY
• PLAY-BASED APPROACH

5. LOCAL PRACTICES SUPPORTED UNDER CPC7
Ready COMMUNITY (BLGU)
Ready FAMILY Ready CHILDREN Ready SCHOOL
Ready COMMUNITY (MLGU)
Point of
engagement
Increasing access of young
children, especially document
those who reside in remote
areas and those from
indigenous communities
competency of
ECCD workers and
the quality of
services they
provide
improving
local ECCD
governance
Transition of
ECCD
completers
(seamless
LINK)
driven by available governance structures/mechanisms at the LGU level.

7. Linking curricular themes and
competencies from ECCD to grade 1