AREA V: CURRICULUM, INSTRUCTION AND ASSESSMENT

Standards: The Center implements a curriculum that is anchored on the National Early Learning Framework (NELF), and
is consistent with the Early Learning Development Standards (ELDS) validated for Filipino children. The curriculum
manifests developmentally appropriate practices, which have a component of systematic assessment, providing
information on children’s development and learning that is used to plan for and modify the instructional program.

A. The curriculum is carefully PLANNED to appropriate respond to the DEVELOPMENTAL NEEDS of every young child
in the Center.

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1. The curriculum is based on 1 DR

● Assessment
information derived from a variety
Records
of sources about children in the
three (3) and four (4) years age ● Curriculum
group in the six domains: Guides/ Teaching-
● physical health development Learning
Activities.
● well-being and motor
● Sample of
development
children’s work.
● social-emotional development

● character and values

development
● cognitive and intellectual
development,
● language development and,

● creative and aesthetic

development

2. Curriculum goals, objectives and 1 DR

● Curriculum
activities are based on the
Guides/ Teaching-
individual needs and interests of
Learning Activities
the young children, allowing for a
range of activities that provide ● Teacher-made/
them early stimulations for active prepared
involvement in the learning materials that
process through play, concrete support
experience and the exploration of curriculum
the environment whether in activities (e.g.
individual, small group or whole experience charts,
group setting. growth charts,
calendar)
● Observation
Notes/ Samples of
children’s work

3. The staff discusses the curriculum 1 DR, O

● Curriculum
plan for individual children’s
Guides/ Teaching-
needs, offering choices of activities
Learning
 with parents. Written plans show Activities.
teacher-initiated activities that are
developmentally appropriate in
individual, small group and whole
group setting.

4. Group time and activity center 1 DR

● Curriculum Guides
plans indicate adaptations /
Teacher-Learning
modifications necessary for
Activities
facilitating young children with
disabilities or children with special ● Guides for
needs to meet their learning goals Adaptations/
and objectives. Modifications/
Individualized
Education Plan
(IEP)

B. The curriculum is PLAY-BASED and provides space for a variety of CHILD-INITIATED and ADULT-FACILITATED
learning opportunities.

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5. Activity areas are provided to 1 O

● Observation
accommodate and encourage
Notes/ Adequate
activities that are congruent with
space/areas in the
the curriculum, and are equipped
classroom
with manipulative and interactive
materials and equipment that are ● Presence of
readily accessible to promote materials and
concrete and interactive learning, equipment that
and to encourage peer support
interactions curriculum
activities.

6. Both indoor and outdoor time and 1 O

● Observation
space are available for active
Notes/ Presence
physical and motor activities, quiet
of space for
play and play that fosters
indoor & outdoor
development of values such as
activities.
respect, empathy, care,
cooperation and self-esteem. ● Time schedule
posted

7. Activity areas are accessible and 1 O

● Observation
are adapted to accommodate
Notes/ Areas are
young children with special needs
accessible for
(CSNs)
CSNs.

C. The curriculum develops CONCEPTS and VALUES in Health and Safety, Literacy, Numeracy, Science, Social Studies,
Technology, Creative Expression and Arts Appreciation.
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8. The curriculum integrates 1 DR, O

● Curriculum
concepts that promotes healthy
Guides/ Teaching-
life among young children, such as
Learning Activities
but not limited to water,
sanitation, hygiene and safety. ● Observation
Notes/ Classroom
Activities.

9. Experiences are provided for 1 DR, O

● Curriculum
language and literacy
Guides/ Teaching-
development, development of
Learning Activities
mathematical concepts,
development of scientific ● Observation
concepts, self- expressions in art, Notes/ Classroom
music, movement and dance, and Activities
dramatic play.
● Samples of
children’s work
● Presence of
teacher-made/
prepared
materials that
support
curriculum
activities.

10. Activities are provided to help 1 DR, O

● Curriculum Guides
young children appreciate their
Teaching –
own and heritage.
Learning
Activities-
Observation
Notes/ Classroom
Activities.
● Samples of
children’s work
● Presence of
teacher-made/
prepared
materials that
support
curriculum
activities.

D. Instruction is ADJUSTABLE based on the regular assessment of the young children. Several ASSESSMENT
METHODS are used to help determine the child’s developmental progress when planning for instruction, including
those children with special needs.
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11. Authentic forms of assessment are 1 DR, O

● Child’s
conducted among all children to
Assessment
identify children’s progress and
Records
development needs. Authentic
forms of assessment are ● Curriculum
conducted among all children to Guides/ Teaching-
identify children’s progress and Learning Activities
development needs.
● Observation
Notes/ Classroom
Activities.

12. Children are not assessed through 1 DR, O

● Child’s
paper and pencil tests,
Assessment
Assessment methods used include
Records Narrative
teacher observations, information
shared by children’s families, ● Observation
anecdotal records, checklists, Notes/ Classroom
rating scales, portfolios that Activities.
include samples of children’s
work, photographs etc.

13. Data from assessment are also 1 O

● Child’s
used to adapt curriculum,
Assessment
activities, practices, routines and
Records
settings to meet the needs of
young children. ● Curriculum
Guides/ Teaching-
Learning Activities
● Observation
Notes/ Classroom
Activities.

E. There is a STRUCTURE that supports the instruction of young children.

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14. The daily schedule provides a 1 DR, O

● Daily Classroom
balance in the conduct of the
Program/ Routine
following :
o Indoor and outdoor activities ● Curriculum
for small and large muscle Guides/ Teaching-
development and coordination Learning Activities
 o Quiet and active activities
● Observation
o Individual, small group or large
Notes/ Classroom
group activities.
o Child initiated/ staff directed
activities.

15. Time or work period is allotted to 1 O, DR

● Observation
every child for free play to
Notes/ Classroom
enhance creativity and
Activities
independence, and to activities
that build young children’s ● Daily Classroom
interests and sustain children’s Program/ Routine
initiatives.

16. Materials such as open-ended and 1 O

● Observation
sensory materials (e.g blocks,
Notes/ Presence
sand, water, play dough,
of sensory
manipulatives and art materials)
materials
are provided so that young
children can select their own
activities on a free-time basis,
comprising of at least one activity
period for half-day programs for
young children to experiment
with.

17. Teacher-directed, large groups 1 O, DR

● Observation
and/or sedentary activities are
Notes/ Classroom
limited.
Activities
● Curriculum
Guides/ Teaching-
Learning
Activities.

F. Daily ROUTINES are flexible but predictable but predictable.

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18. Routines are tailored to fit young 1 DR, O

● Observation
children’s needs and rhythm as
Notes/ Classroom
much as possible.
Activities

19. The staff adjust to charges or 1 O

● Observation
unexpected situations in a relaxed
Notes/ Classroom
manner.
Activities.

20. Young children are not rushed to 1 O

● Observation
finish or stop when in a relaxed
Notes/ Classroom
manner.
Activities.
21. Cues or creative transition techniques, 1 O, DR ● Observation Notes/
such as developmentally appropriate
Classroom Activities
songs, familiar phases or visual cues
are regularly used to support smooth ● Curriculum Guides/
transitions between activities. Teaching-Learning
Activities.

G. There are QUIET OR REST ACTIVITIES as extended rest period requirements.

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22. Young children are allowed the 1 O, DR

● Observation
amount of quiet activity, rest or
Notes/ Classroom
sleep appropriate to individual
Activities
needs, and appropriate places/
activities and supervision are ● Curriculum Guides
provided to young children who
are not sleeping.

23. Quiet activities include, but are 1 O,DR

● Observation
not limited to, puzzle play,
Notes/ Classroom
listening to music, relaxation,
Activities
sleep or playing with manipulative.
● Curriculum Guides

H. There are opportunities for young children to practice SELP-HELP skills.

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24. Routine self-help tasks, such as 1 O, DR

● Observation
toileting, eating and dressing are
Notes/ Classroom
handled in a positive, relaxed and
Activities
reassuring environment.
● Curriculum
Guides/ Teaching-
Learning Activities

25. Self-help skills are incorporated 1 O, DR

● Observation Notes
into the program as opportunities
for developing conversation and ● Curriculum
children’s learning. Guides/ Teaching-
Learning Activities

I. The program has the NUMBER OF STAFF necessary to ensure ADEQUATE GROUP SUPERVISION at all times and
to provide INDIVIDUAL INSTRUCTION to young children to promote physical, social, emotional and cognitive/
intellectual development.

METHOD FOR
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26. The program maintains at least a 1 O, DR

● Observation
minimum teacher-child ratio of
Notes/ No. of
1:10, and if it reaches the
children present
maximum of 1:25, there is a
teacher-aide/assistant/trained ● CDC/LC Policies
parent adult volunteer.
● Enrollment
Document

27. For programs for infants and 1 O, DR

● Observation
toddlers that involve training
Notes/ No. of staff
parents to care and provide early
& children present
learning, a minimum of teacher-
parent ratio of 1:5 is maintained ● CDC/LC Policies
with a teacher aides assistant, if
● Enrollment
applicable.
Document

28. There is a minimum of two adults 1 DR, I

● CDC/LC record on
trained in health care, nutrition
the names of two
and emergency procedures.
adults
● Certificates of
Training
● Interview Notes on
roles of the adults

29. There is a written staff schedule 1 DR

● Current schedule
that is kept current
of staff
assignment.

Evaluated by:
___________________________________ _____________________________
Printed Name and Signature/ Designation Date

Approved by:

_________________________________ ____________________________
NILDA S. SUDARIO, MGM FRESCIAN O. CANLAS,RSW
Section-Head, Day Care Services CSWDO-Department Head