Child Minding Corner Project Proposal

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta. Cruz Poblacion, Calabanga, Camarines Sur 4405
Website: www.cbsua.edu.ph
Email Address: ca.calabanga@cbsua.edu.ph
Trunkline: (054) 881-3258
GUILD OF ELEMENTARY MENTORS

Project Proposal
I. Project Title:
CHILD MINDING CORNER
THEME: “Learning Wonderland”
II. Proponent:
Bachelor of Elementary Education Students and BEEd
Faculties
III. Target Participants:
Parents, employees and children
IV. Fund Source:
V. Project Cost:
PHP 9,300
VI. Cooperating Agencies:
CBSUA-Calabanga
VII. Location of project:
CBSUA-Calabanga, Old COA office
Sta. Cruz, Ratay, Calabanga Camarines Sur

Trunkline: (054) 881-3258
VIII. Rationale:
A child minding corner is an extremely important part of the
educational process. The "Learning Wonderland" theme is designed with the
intention of transforming the childminding corner into an immersive and
enchanting environment that fosters a love for learning. It enables a child to
explore and become a knowledgeable individual.
The magical entrance and whimsical decorations immediately capture
the children's imagination. By incorporating elements reminiscent of a
wonderland, the theme creates an engaging and inspiring atmosphere that
encourages curiosity and a positive attitude towards learning. The
incorporation of learning trees, storybook corners, and wall murals seamlessly
integrates literacy and numeracy into the thematic design. These elements
provide opportunities for informal learning as children encounter letters,
numbers, and shapes in a playful and context-rich environment.
In addition, The incorporation of learning trees, storybook corners, and
wall murals seamlessly integrates literacy and numeracy into the thematic
Trunkline: (054) 881-3258
design. These elements provide opportunities for informal learning as children
encounter letters, numbers, and shapes in a playful and context-rich
environment. The design includes various learning stations and activities
catering to different educational aspects, ensuring inclusivity and adaptability.
Children can choose activities based on their interests and developmental
stages, allowing for a personalized and well-rounded learning experience. The
themed spaces, such as the discovery tables and interactive board games, are
designed to encourage social interaction and collaborative learning. Group
activities foster communication skills, teamwork, and a sense of shared
discovery among the children.
In conclusion, the magical and whimsical elements of the theme
contribute to sustaining children's interest in the learning environment. The
ongoing interest can lead to increased participation in educational activities
and a more prolonged engagement with the learning materials provided.
Overall, the "Learning Wonderland" theme is crafted to be a holistic and child-
centric approach to childminding, emphasizing not just academic learning but
also social, emotional, and sensory development in a fun and enchanting
setting.
Trunkline: (054) 881-3258
IX. Objectives:
 To promote early literacy skills.
 For the children to stimulate cognitive development.
 To create positive learning environment.
X. Description of the Project:
The Learning Wonderland project of the GUILD OF ELEMENTARY
MENTORS is a creative and immersive initiative aimed at transforming a
childminding corner into a magical and educational environment for children.
Rooted in the idea of fostering a love for learning through enchanting
experiences, this project combines imaginative design with educational
elements to create a space that captivates and engages young minds.
The project begins with an attention-grabbing entrance adorned with
vibrant colors, streamers, and decorations, instantly transporting children into
a magical world of wonder. The room is adorned with whimsical elements
such as oversized learning trees, glow-in-the-dark stars, and enchanting wall
murals. These features serve not only as visually appealing decorations but
Trunkline: (054) 881-3258
also as educational tools, integrating letters, numbers, and shapes seamlessly
into the design. Learning stations are strategically placed throughout the
room, each dedicated to a specific educational concept. These include a
science station for hands-on experiments, a math station with interactive
games, and an art station for fostering creativity. The project incorporates
sensory-rich elements like interactive floor mats and discovery tables filled
with tactile materials. This approach provides children with opportunities to
explore different textures, colors, and shapes, promoting sensory
development alongside cognitive learning.
The Learning Wonderland project aims to not only facilitate academic
learning but also to create a positive and enjoyable association with the
learning environment. By combining magical and educational elements, the
project seeks to instill a lifelong love for learning in the young minds it serves.
XI. Methodology
Creating a Learning Wonderland involves a comprehensive

methodology that encompasses both the design and implementation phases.
1. Needs Assessment:
Trunkline: (054) 881-3258
 Identify the age group and developmental stages of the children who will be using
the space.
 Conduct a needs assessment to understand the educational goals and preferences of
the children.
2. Define Educational Objectives:
 Clearly outline the educational objectives and goals of the Learning Wonderland.
Determine which key concepts (e.g., literacy, numeracy, sensory development) will be
emphasized.
3. Collaborative Planning:
 Collaborate with educators, child development experts, and caregivers to brainstorm

and plan the thematic elements, ensuring alignment with educational objectives.
4. Theme Development:
Choose a theme that aligns with the educational goals and interests of the children.
For example, the "Learning Wonderland" theme can be refined to incorporate
specific educational concepts and activities.
5. Space Design:
 Create a layout plan for the space, considering the placement of learning stations,
interactive areas, and calming retreats. Ensure that the design allows for flexibility
and adaptability.
6. Material Selection:
 Choose child-friendly and age-appropriate materials for decorations, interactive

elements, and learning tools. Prioritize safety and durability in material selection.
7. Construction and Installation:

Trunkline: (054) 881-3258
 Implement the design plan, including the creation of any custom decorations,
learning trees, and interactive elements.
8. Sensory Element Development:
 Integrate sensory-rich elements, such as interactive floor mats and discovery tables,
into the space. Choose materials that stimulate different senses to promote sensory
development.
9. Educational Resources Acquisition:
 Acquire educational resources, including age-appropriate books, learning games,

and other tools that align with the theme and educational objectives.
10. Evaluation and Iteration:
 Regularly assess the effectiveness of the Learning Wonderland in meeting

educational goals. Collect feedback from caregivers and observe children's
engagement. Make adjustments to the design or activities as needed.
11. Documentation and Communication:
 Document the process, including design decisions, challenges, and successes.

Communicate the educational benefits of the Learning Wonderland to parents and
caregivers.
12. Continuous Improvement:
 Continuously seek opportunities for improvement based on ongoing evaluations and

feedback. Consider updating the theme or incorporating new educational elements
to keep the learning environment fresh and engaging.
XII. Budgetary Requirements

Trunkline: (054) 881-3258
Decoration and Theming:
 Wall decals and murals: PHP 500

 Glow-in-the-dark stickers: PHP 200
 Entrance decorations: PHP 300
 Learning trees and interactive elements: PHP 500
Furniture and Fixtures:
 Interactive floor mats: PHP 1,000

 Storage solutions: PHP 1000
Educational Materials:
 Age-appropriate books: PHP 1,500

 Learning games and puzzles: PHP 1,000
 Art supplies: PHP 500
 Interactive learning tools: PHP 1,000
Sensory Elements:
 Tactile and sensory-rich items: PHP 500
Educational Resources:
 Specialized educational resources: PHP 1,000

 Learning posters and visual aids: PHP 300
TOTAL: PHP 9,300
XIII. Persons involved in the project:

Trunkline: (054) 881-3258
1. Officers and members
2. Adviser, Dr. Jennelyn C. Aguelo
3. Facilitators and staff
4. Committees
5. CBSUA Personnels
Trunkline: (054) 881-3258
Prepared by:
REGINE ATONDO
President, GEM ALIZAH BELLE GARFIN
Secretary, GEM
Noted:
DR. JENELYN AGUELO

Adviser, GEM
Recommending Approval:
DR. CHRISTIAN C. VEGA

OSAS, Head
Approved:
DR. DARIEL A. PALMIANO

Campus Administrator
Trunkline: (054) 881-3258

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

GUILD OF ELEMENTARY MENTORS

CHILD MINDING CORNER

THEME: “Learning Wonderland”

Bachelor of Elementary Education Students and BEEd

III. Target Participants:

Parents, employees and children

IV. Fund Source:

VI. Cooperating Agencies:

VII. Location of project:

CBSUA-Calabanga, Old COA office

Sta. Cruz, Ratay, Calabanga Camarines Sur

A child minding corner is an extremely important part of the

educational process. The "Learning Wonderland" theme is designed with the

intention of transforming the childminding corner into an immersive and

enchanting environment that fosters a love for learning. It enables a child to

explore and become a knowledgeable individual.

The magical entrance and whimsical decorations immediately capture

the children's imagination. By incorporating elements reminiscent of a

wonderland, the theme creates an engaging and inspiring atmosphere that

encourages curiosity and a positive attitude towards learning. The

incorporation of learning trees, storybook corners, and wall murals seamlessly

provide opportunities for informal learning as children encounter letters,

numbers, and shapes in a playful and context-rich environment.

In addition, The incorporation of learning trees, storybook corners, and

design. These elements provide opportunities for informal learning as children

encounter letters, numbers, and shapes in a playful and context-rich

environment. The design includes various learning stations and activities

catering to different educational aspects, ensuring inclusivity and adaptability.

Children can choose activities based on their interests and developmental

stages, allowing for a personalized and well-rounded learning experience. The

designed to encourage social interaction and collaborative learning. Group

activities foster communication skills, teamwork, and a sense of shared

discovery among the children.

In conclusion, the magical and whimsical elements of the theme

contribute to sustaining children's interest in the learning environment. The

ongoing interest can lead to increased participation in educational activities

and a more prolonged engagement with the learning materials provided.

Overall, the "Learning Wonderland" theme is crafted to be a holistic and child-

centric approach to childminding, emphasizing not just academic learning but

also social, emotional, and sensory development in a fun and enchanting

 To promote early literacy skills.

 For the children to stimulate cognitive development.

 To create positive learning environment.

X. Description of the Project:

The Learning Wonderland project of the GUILD OF ELEMENTARY

MENTORS is a creative and immersive initiative aimed at transforming a

childminding corner into a magical and educational environment for children.

Rooted in the idea of fostering a love for learning through enchanting

experiences, this project combines imaginative design with educational

elements to create a space that captivates and engages young minds.

The project begins with an attention-grabbing entrance adorned with

vibrant colors, streamers, and decorations, instantly transporting children into

a magical world of wonder. The room is adorned with whimsical elements

such as oversized learning trees, glow-in-the-dark stars, and enchanting wall

also as educational tools, integrating letters, numbers, and shapes seamlessly

room, each dedicated to a specific educational concept. These include a

science station for hands-on experiments, a math station with interactive

with tactile materials. This approach provides children with opportunities to

explore different textures, colors, and shapes, promoting sensory

development alongside cognitive learning.

The Learning Wonderland project aims to not only facilitate academic

learning environment. By combining magical and educational elements, the