ECE COMPLETE New Ed

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TABLE OF CONTENTS
Assessment and Guidance ------------------------------------------------ 42

A Teaching Model for all Students -------------------------------------- 65
Basic English 101 ----------------------------------------------------------- 77
Basic Ingredients of Early Childhood Education -------------------- 26
Child Development ---------------------------------------------------------- 29
Christian Education and what is all about ----------------------------- 72
Class Schedule --------------------------------------------------------------- 6
Criteria for Selecting Curriculum Content ----------------------------- 17
Curriculum Development -------------------------------------------------- 15
Excellent Teacher’s Creed ------------------------------------------------ 71
Historical perspective – Foundation of ECE -------------------------- 8
Lesson Plan ------------------------------------------------------------------- 4
Personality Puzzle ----------------------------------------------------------- 43
Proposed School Plan ------------------------------------------------------ 3
Putting-Up Preschool in the Philippines -------------------------------- 13
School Calendar -------------------------------------------------------------- 5
Selected Teacher Characteristics ---------------------------------------- 64
Selection of Books for Young Children ---------------------------------- 20
Standards for the Organizational and Operation of Preschool --- 11
Teaching Methods ------------------------------------------------------------ 25
Teacher’s Role ---------------------------------------------------------------- 61
Teacher’s Role and Responsibilities ------------------------------------- 68
Themes for Preschool/Graders -------------------------------------------- 24
The Effects of Computer Assisted Instruction in Teaching --------- 75
Tips for Teachers -------------------------------------------------------------- 21
The Instructional Principles and the Curriculum ---------------------- 18
Tongue Twisters -------------------------------------------------------------- 91
Ways to Demonstrate Interest to the Students ------------------------ 67
Weekly Plan --------------------------------------------------------------------- 7
What does today’s Students Need? -------------------------------------- 69
What makes us Moral? ------------------------------------------------------- 74
Worksheets -------------------------------------------------------------- -------- 93
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PROPOSED SCHOOL PLAN
Name of School ………………………………………………………………

Address and Vicinity …………………………………………………………
Calling Card ………………………………………………………………….
Letterhead/Stationary ……………………………………………………….
Vision, Mission, Objectives …………………………………………………
Logo and Write-up ……………………………………………………………
Educational Programs ……………………………………………………….
Admission Requirements ……………………………………………………
Enrolment Form ………………………………………………………………
Schedule of Enrolment ………………………………………………………
Schedule of Classes …………………………………………………………
School Uniform for Male and Female ………………………………………
School P.E. Uniform ………………………………………………………….
School Plan and Facilities ……………………………………………………
School Perspective ……………………………………………………………
Organizational Structure ……………………………………………………..
Mode of Payment ……………………………………………………………..
Budget ………………………………………………………………………….
Policy ……………………………………………………………………………
Student Services ………………………………………………………………
Tools, Equipment Supplies ……………………………………………………
Brochure …………………………………………………………………………
Flyer ……………………………………………………………………………..
Signage ………………………………………………………………………….
Pupil’s I.D. ……………………………………………………………………….
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LESSON PLAN
TITLE: Identify and Comparing Short and Long Objects

SUBJECT: Mathematics
CONCEPT: Lengths of Objects
SKILLS: Cognitive: Identify the lengths of objects as t short or long.
Affective: Show proper judgment in comparing things.
Psychomotor: Handling different objects carefully.
MATERIALS: pencils, shoe laces, crayons, pencil cases, belts, volunteer students
(for their hair, height and uniforms)
PROCEDURES:
1. Show different sets of objects to the pupils. Introduce and explain the lengths
of objects: short and long.
2. Ask pair of pupils to show their pencils in front of class and compare the
lengths.
3. Let each one get a partner. They will compare the following:: bags, lunchbox,
hanky/towel, hands.
4. The teacher will present pair of objects and pupils will put each of it in the
proper box.
ASSESSMENT:
1. The student will trace the spelling of lengths: short and long.
2. They will color objects above each spelling and they will show it in front of
class.
INTEGRATION:
Science – Identifying living things (their classmates, teacher, oneself) and
Non-living things (objects).
Language – Dictate the spelling of Short and Long.
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PUT YOUR SCHOOL LOGO AND NAME
SCHOOL CALENDAR 20___ - 20____
THEME
MONTH DATES ACTIVITIES
Preschool/Graders
MY WOLRD 9 Start of Classes
June
BEGINS 12 Independence Day
I AM HEALTHY July 31 Nutrition Week
I AM PART OF 6-8 1st Periodical Examination
21 Ninoy Aquino Day
THIS PRECIOUS
August 25 National Heroes Day
COUNTRY - 26-28 Pagdiriwang ng Linggo ng Wika
PHILIPPINES 29 Parents/Teachers Conference
YES I CAN! September 26 Nursery Rhymes Presentation
1-3 2nd Periodical Examination
21-25 United Nations Celebration
MEET THE October
28 Parents/Teachers Conference
WORLD 29-31 School (Semestral) Break
3 Resume of Classes
I LOVE NATURE November
21 Educational Trip
3-5 3rd Periodical Examination
JESUS MY Preparation of Christmas
December 15-18
SAVIOR Presentation
19 Christmas Party/Family Day
I LOVE MY 5 Resume of Classes
9 Parents/Teachers Conference
FAMILY, FRIENDS
January
AND 29-30 Class Picture Taking
COMMUNITY
6-7 Poem Recital
I AM SPECIAL February
25 People Power Day
4-6 4th Periodical Examination
20 Moving-Up Exercises
MOVING UP March
25 Completion/Submission of Forms
26 Releasing of Cards
PUT YOUR SCHOOL LOGO AND NAME
*NURSERY – CLASS SCHEDULE

*KINDER – CLASS SCHEDULE
*PREPARATORY – CLASS SCHEDULE
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TIME ACTIVITIES
7:15 – 7:45 Flag Ceremony
7:45 – 8:00 Meeting Time (Prayer Time,
Singing, Greetings,
Checking of Attendance, Telling the
Date and Weather)
8:00 – 8:10 Review of the previous Lesson
8:10 – 8:40 Lesson Proper (Subject for the Day)
8:40 – 9:00 Seat Work/Activities
9:00 – 9:15 Snack Time
9:15 – 9:35 Rest/Nap Time / Outdoor Activity
9:35 – 9:50 Self Help Skills
9:50 – 10:00 Story Telling/Wrap Up Time
10:00 – 10:05 Goodbye Time (Reminders, closing
Prayer, Goodbye
Song)
*Make your own schedule for different classes (for K1-K3 or NKP)
slanting line with
Connecting dots
SHEETSACTIVITY
Find Numeral 1
Writing numeral
broken linesTracing slanting

in the drawing
lines, connect
Making a
a model
1
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THEME/TEMA: Masaya Ako sa Day Care CenterTOPIC/PAKSA: Sarili o SelfPLANO SA ISANG LINGGO (1st Week)
ACTIVITIES POETRYMUSIC &TELLINGSTORY GROUP GAMESCRAFTSARTS

ACTIVITIES
& SPECIAL
Monday Kamusta Ka Gawain sa Klase

Basura)Basura Relay Simple origami
(Tapon sa
Tuesday Magligpit Dramatic Play Color DominoshapesDressing of

colors and
Wednesday Paa, Tuhod Ang Mabuting Do’s and Don’tsshapesDressing of

Bata Game colors and
The Past and Future

Historical Perspective
Thursday Magligpit Ang Tatlong Count the Drawing ng mga
Haragan Number gawain sa center
Foundations of Early Childhood Education

Friday Kamusta Ka Si Klasmeyt Number – Drawing ng mga
drawing Show:
numeral Puzzle gawain sa center Napagsunod-
sunod na
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 Ancient times – children are neither respected or nurtured; practices
infanticide, favoring the males and firstborn ns; schools of Socrates, Plato and
Aristotle only cater to male children from wealthy families; education for
children revolved in ritual where they can learn their respective roles: view
children as miniature adults.
 Medieval times – children star to work at age 7 in the farm, mines and
factories.
 Renaissance and Reformation – brought a new universal view of education.

Reading, writing and arithmetic instruction became the norm.
 Plato- believed play was an important way to help children understand their
thinking.
 Thomas Aquinas – Italian philosopher believed that thinking should agree

with Christian tenets: God is pure reason; true knowledge is acquired by
studying the world through the use of observation and reason.
 Martin Luther – believed the family was the most important institution in the
education of children through the scriptures – this meant that the people had
to learn to read the bible in their native language. Formal schooling to children
to read, especially boys.
 John Amos Comenius – believed that education should follow the order of
nature – a timetable for growth and learning. Sensory education – children
should not be taught names of things without objects. Real life experiences.
 John Locke – popularized tabula rasa(blank tablet) view of children. Believed

that experiences determine the nature of the individual.
 Jean Jacques Rouseau – advocate a return to nature and an approach to

educating children – naturalism. Naturalism is a doctrine stating that
education follows the natural development of children and does not force the
educational process on them. Child was the center of education. Believed
children were born good and free.
 Johan Heinrich Pestalozzi – grandfather of ECE. Believed that all education
is based on the sensory impressions and through the proper sensory
experiences, children can believe their natural potential. Humans may be
poor and uneducated but capable of regeneration. Education is the true path
to social reform. Human development begins at home with the mother.
Believed education should follow the child’s nature. Punishment, fears and or
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rivalry are external and therefore dangerous. Teacher is like a gardener.
Knowledge came through the senses. Developed object lessons –
manipulative.
 Robert Owen – believed that the environment in which children are reared is
the main factor contributing to their beliefs, behavior and achievement.
Believed society could be changed by educating the people. 7 key
approaches: 1. Children were not punished. 2. Teachers must be kind. 3.
Dance, rhyme and music were a part of the program. 4. Questions of children
were to be answered in kind rational ways. 5. Outdoor time was used when
children’s minds were fatigued. 6. Children were helped to become familiar
with garden production, fields, wood, animals and natural history. 7.
Instruction was based on experiences. Trained and educated children without
punishment and without fear or punishment.
 Friedrich Wilhelm Froebel - father of ECE/kindergarten. For him, the

educator’s role is to observe the child’s natural unfolding and provide
activities that will enable children to learn what they are ready to learn when
they are ready to learn it. Curriculum should be child-centered. Developed
idea of circle time – helped children socially – spiritual. Wanted kindergarten t
o be a free and happy place.
 Maria Montessori – first female Italian doctor – worked with mentally

retarded children. Her educational method consist of the basic of the basic
principles – respect for the child, autoeducation, sensitive periods, absorbent
mind and prepared environment. If taken as a whole it constitutes a powerful
model in helping children learn to the fullest. Leave the child to use the
materials without interference.
 John Dewey – father of progressivism. He believed that children be involved

in physical activities, utilization of things, intellectual pursuits and social
interaction. Four Important Ideas – 1. Experiences we have now are
important. 2. Education is not the preparation for life, it is life. 3. Interest is the
motivating factor in learning. 4. Knowledge must be useful and come from life.
Give children the ability to think and know how to learn. Child has potential
and shaped by environment.
 Jean Piaget – concluded that children’s thinking is not wrong but is

qualitatively different from adult thought. Conflict must occur for learning to
occur.
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 Lev Vygotsky – developed the socio-cultural theory of development which
was helpful in describing children’s mental, language and social development.
ZPD – Zone of Proximal Development – difference between what children
cannot do alone but can do with help.
 Abraham Maslow – identified self-actualization or self-fulfilment as the

highest need but maintained that it cannot be achieved until certain basic
needs are met. Hierarchy of needs – physiological, safety and security, love
and belonging, self-esteem and self-actualization.
 Erik Erikson – developed the theory of psychosocial development where

children’s personalities and social skills grow and develop within the context
of society in response to the society’s demands, expectations, values and
social institutions. Polar or character – trust vs mistrust, autonomy vs shame
and doubt, initiative vs guilt, industry vs inferiority, identity vs identity
confusion, intimacy vs isolation, generativity vs stagnation,integrity vs despair.
 Howard Gardner – developed the theory of multiple intelligences w here

children demonstrate many types of intelligences. Linguistic intelligence (word
smart), Logical-mathematical intelligence (number/reasoning smart), Spatial
intelligence (picture smart) Bodily-kinesthetic intelligence (body smart),
Musical intelligence (music smart), Interpersonal intelligence (people smart),
Intrapersonal intelligence (self-smart) Naturalist intelligence (nature smart).
 Horace Mann – father of public education in the US.
 Rudolf Steiner – Australian philosopher, use of natural materials.

Environment should be planned because childhood is the period of will.
 Margaret and Rachel Mcmillan – American educators. Importance of home

education. Development of imagination and perceptual motor skills.
 Lucy Sprague Mitchell – link between theory and practice. Teacher training.
Standards for the Organization and Operation of Preschool
(Kindergarten Level)
Rationale:
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Research studies have established that the critical years in a child’s lie are
from birth to six years of age. During these critical years, basic character, values,
abilities, personality, skills, aptitude, attitudes and knowledge are formed. These
qualities when properly developed shape the individual’s overall perspective and
preparedness for life. It has been confirmed by studies that the experiences and the
learning that preschool children undergo during the first six years of their life have a
lasting effect on their intellectual development as well as on the development of their
social and physical skills.
The Department of Education, recognizing the need and importance of

preschool education, issued a policy document in 1971 encouraging school divisions
to established public preschool classes whenever possible. These public preschool
classes as well as the private schools provide the earl childhood stimulation needed
if we are to catch the preschool children during their formative years.
However, in the many so-called preschools that attempted to accommodate

the increasing demands of preschools education, a variety of curricular offering
surfaced. More and more, instead of catering to the needs of the child and his total
development, preschools focused on academic development.
Philosophy and Goals:
The philosophy for preschool education considers the child, the school and
the teacher with the support of the family in maximizing the child’s potential.
Preschool education based on the knowledge that each child is a unique individual
with his own biological make-up, interests, capabilities and ways of viewing the
world. He has tremendous capacity for learning. He is active and understands the
world differently from that of an adult. His language has developed with the
acquisition of a wide vocabulary, making him capable of communicating his ideals
and feelings. Motor coordination is more refined. His value system has become
more defined. The preschool child is always in the process of becoming and
therefore, if properly developed, can become a critical thinker and socially sensitive,
self-directed, creative, responsible, and caring individual.
With this knowledge about children, preschool should provide a safe

environment where children can explore a variety of actual materials, equipment and
learning experiences suited to their level, for them to effectively learn. Preschools
should recognize individual differences thus, respect for the child’s views. The
process of learning and the relevance of learning experiences should be given
importance. Realizing that the home, the school, and the community are important in
the child’s education, the school should coordinate with these institutions sot that
there is consistency in their effort of developing the child to the fullest.
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Objectives:
1. To develop the child in all aspects (Physical, social, moral, spiritual, emotional
and cognitive) so that he may be better prepared to adjust and cope with life
situations within the context of his experience.
2. To maximize the child’s potential through a variety of carefully selected and
meaningful experiences considering his interests and capabilities.
3. To develop the child in all aspects so that he becomes a self-propelling,
thinking and contributing individual. Able to make decisions which will prepare
him for the more complex demands of future life.
Legal Bases
Universal Declaration of the Rights of the Child
The child shall enjoy special protection and shall be given opportunities and
facilities, by laws and by other means, to enable him to develop physically, mentally,
spiritually, morally, and socially in a healthy and normal manner and in a condition of
freedom and dignity. In the enactment of laws for this purpose, the best interest of
the child shall be the paramount consideration.
The Constitution of the Philippines
The Philippine Constitution (1987) Article XIV, sec. 1 provides that “The State
will protect and promote the right of all citizens to quality education at all levels and
shall take appropriate steps to make education accessible to all.”
Batas Pambansa Blg. 232 (The Education Act of 1982)
Elementary education refers to the first stage of compulsory, formal.

Education primarily concerned with providing basic education and usually
corresponding to six or seven grades, including preschool programs.
Child and Youth Welfare Code: (presidential Decree 60)
The child is one of the assets of the nation every effort shall be exerted to
promote his welfare and enhance his opportunities for a useful and happy life.
Putting Up a Preschool in the Philippines
In preschool, children begin to develop certain skills and behavior vital to the
holistic development of their character, including:
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 Personal, social, and emotional skills
 Communication skills (language, talking and listening)
 Cognitive skills (skills, reasoning, comprehension, problem-solving and more)
 Physical development
 Creative and aesthetic development
How to set up a preschool?
Putting up a preschool requires capital, research, planning, development and

implementation. Here are some important steps to take note of in putting up a
preschool provided that you are financially capable and ready to set up one.
1. Decide type of facility

A day care center and preschool are sometimes mistaken as one but
they are different from one another.
A day care center is a facility that caters to kids aged four years and
below. It is a safe place where parents can leave their kids while they go to
work or do other things. Day care staff may not be teachers by profession.
They provide the children child care while their parents are away. Children
can enjoy free play under the guidance of day care coordinators. Day care
centers are accredited by the Department of Social Welfare and Development
(DSWD) and supervised by Local Government Units (LGU)
A preschool on the other hand, is regulated and accredited by the
Department of Education (DepEd). It follows stricter guidelines compared to
day care center. A preschool is a preparatory stage before formal primary
education for children aged three to six.
2. Determine the need in the area

The area should be a safe environment, easily accessible to the
commuters and ideally close to residential areas.
If the group already has a good location in mind, the next step is to
gather information to identify the childcare learning needs of that particular
community. Find out if there are existing preschools in the area. It is quite
risky to put up a new preschool near an already established one.
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Parents will serve as the preschool’s partner in caring and teaching
children during their formative years. The group should create opportunities to
discuss with parents. One way of doing this is by conducting a short survey to
determine parents’ view and ideas about a new preschool in their area.
3. Follow structure requirements

 The school site should have at least 500 square meters and located in
safe vicinity.
 The school should be at least 200 meters away from high risk places
like rivers, garbage dump sites or main thoroughfares.
 There should be proper fire exits and fire alarm system. Fire
extinguishers should be provided accordingly.
 Classrooms should be spacious and have good ventilation. Classroom
size should be 11/2 square meters per child.
 There should be a playground, clinic, library, canteen, and ample
number of restrooms that are near the classrooms.
 All areas of the school should always be kept clean.
 The school itself should be used for educational purposes only and
should not be converted into a residence after classes.
 Secure a complete list of structure requirements and other
accreditation guidelines from the Bureau of Elementary Education
Division.
4. Get proper registration requirements and documents

 Single proprietorship should be registered with the Department of
Trade and Industry (DTI).
 Partnership of cooperation should be registered with the Securities and
Exchange Commission (SEC).
 It is important to apply for a business permit from the city where will
you put up the preschool.
 Register the business with the Bureau of Internal Revenue (BIR) to
secure TIN (Tax Identification Number)
 Get in touch with the Department of Education to get a permit to
operate a preschool. The group can attend DepEd-supported seminar-
workshop on guidelines in the organization and operation of
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preschools in the Philippines for a certain fee. Check the DepEd
website for seminar-workshop schedules.
5. Qualifications of operator, teachers and staff.

 The owner or operator of the preschool is required to have a college
degree in discipline allied to education with at least 18 units of
preschool education course.
 The administrator, director or principal should have the same
educational attainment ad the operator, preferably with a master’s
degree in education and at least two years of very satisfactory work.
 Preschool teachers are required to have any of the following:
a. Bachelor of Science Degree with specialization in Family Life
and Child Development or Early Childhood Education or
Kindergarten.
b. Bachelor of Science in Elementary Education with 18 units in
preschool education and 54 hours of practicum in preschool
classes.
c. Bachelor of Arts/Science Degree in a discipline allied to
education, arts, nursing, and anthropology with 18 units of
preschool education.
CURRICULUM DEVELOPMENT
1. The curriculum is continuously evolving.
A program must adapt its educational activities and services to meet

the needs of a modern and dynamic community. The effort to evaluate aims of
education in terms of current realities should be only a part of the continuing
effort of educators to reflect the needs of the individual and the society in their
curriculum offering.
2. The curriculum is based on the needs of the people.
3. The curriculum is democratically conceived.
The minds and energies of many people who are intimate contact with the
interests, needs and resources of the community will create a more effective
product than the individual director could possibly provide by working alone.
4. The curriculum is the result of long-term effort.
5. The curriculum is a complex of details.
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A friendly social meeting, good student-teacher relationships, effective
guidance opportunities, and a favourable attitude on the part of individuals,
groups, and organizations within the community are necessary ingredients for
a successful program.
6. The curriculum provides for the logical sequence of subject matter.
Classes and activities should be planned so as to achieve an orderly

development of subject matter and step-by-step progress of the learner. A
familiar principle in educational philosophy holds that we begin with the
student “where he is,” whether he is illiterate or the holder of a graduate
degree. Curricular flexibility is required to accommodate the various levels of
educational attainment usually found in the student body. Curricular content
should be devised in such a way as to provide the student with a progressive
pattern that offers opportunity for further study in those areas of learning
important to him.
7. The curriculum complements and cooperates with other programs in the

community.
The administrator of the program ought to familiarize himself with

course offerings in the community and offer is assistance in the improvement
of on-going programs, rather than start a similar one of his own.
8. The curriculum has educational quality.
The curriculum must be made up of offerings that pass the test of good
and sound education. We speak of quality education but there has to be
quality curriculum as well.
9. The curriculum has administrative flexibility.
The curriculum must be ready to incorporate changes whenever necessary.
CRITERIA FOR SELECTING CURRICULUM CONTENT
1. Self-sufficiency
This pertains to economic self-sufficiency.
3 phases:
a. Economy of teaching effort and educational resources.
b. Economy of students’ efforts.
c. Economy of subject matters generated.
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2. Significance
This is the degree to which the curriculum contributes to basic ideas,
concepts, principles, and generalizations of the overall aims of the curriculum.
3. Validity
This refers to the authority of content.
4. Feasibility
This criterion considers content in terms of the allotment, resources
available, and expertise of staff.
5. Learnability
This refers to the placement and sequencing of subject content.
6. Interest
It covers the meaningfulness of the curriculum.
7. Utility
It supposes the usefulness of the curriculum content. It uses the pragmatic
criterion of truth.
The Instructional Principles and the Curriculum
Some Basic Principles

a. The physical environment of classroom.
b. The socio-cultural environment of the classroom.
c. The communication process inside the classroom.
A. The physical environment of classroom

Principle 1: There is an intimate relationship between school plan
management and quality of educational programs and its
outcome.
Principle 2: Attractive surrounding enhances the teaching-learning situations.
Principle 3: Too much heat and overcrowding in classrooms produce negative
results on mood and satisfaction with the environment and tasks.
Principle 4: The use of coordinated color selections in school can have
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positive effects on student achievement and attitude.
Principle 5: People are generally unaware of their environment and the
manner in which it affects them.
Principle 6: To say windowless classrooms produce harmful consequences is
to make a conclusion beyond available data.
B. The socio-cultural and psychological environments of classrooms.

Principle 1: All classroom groups are unique sociological groups possessing
the essential traits of group.
Principle 2: Each individual in the classroom manifests certain uniqueness.
Hence, the teacher must apply the principle of individual
difference.
Principle 3: Every classroom social environment exhibits diverse forms of
interaction and such social interaction is a function of
communication between and among the members.
Principle 4: Every instructor or professor must recognize that each student is
not only a product of nature but also a being of culture.
Principle 5: Teaching styles vary with the nature of the subject taught.
Subjects that lend themselves easily to warmth and enthusiasm,
on the whole, appear to enhance student liking for the subject.
Principle 6: Trust begets trust; love begets love. Trust grows out of the quality
of communication between the teacher and the students. This is
the “self-fulfilling” prophecy.
Principle 7: The teacher is not only a molder of the young. He is also a tutor
of the spirit. Hence, he must teach by modelling and live and
behave as a value –exemplar.
C. The communication process inside the classroom.
Principle 1: No instruction can occur without communication and effective

communication appears to result in effective instruction though
effective communication is not a guarantee that one has learned.
Principle 2: Classroom groups are highly peculiar since
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a. Membership is involuntary.
b. The group member does not decide on who should be member.
c. Many sub-groups appear within the classroom.
d. Members are subject to individual differences.
e. The teacher acts as the listener and the speaker.
Principle 3: Classroom can either manifest the banking system of education

or the problem-solving or dialogic system. In the former, the
teacher issues communiqués whereas in the latter, the teacher
adopts an open communication system.
Principle 4: Five important functions of communications are informing,
controlling, expressing feelings, ritualizing, and imagining.
Principle 5: Communication ability is one holistic process of communication
competence about language and its use.
Selections of Books for Young Children
1. Select books for enjoyment.

2. Select books that encourage a child’s capacity for laughter.
3. Choose durable books. Books are to be handed and used by children.
4. Select books with different styles of illustrations.
5. Consider the length of the story. Books should be age and developmentally
appropriate.
6. Pick books that appeal to children and relate to their experiences.
7. Choose books that have an appealing story and style. Children like sound,
rhythm and repetition in their stories.
8. Avoid overly frightening, confusing stories.
9. Include a wide variety of multicultural books. There are many that present the
uniqueness of a present-day culture as seen through the eyes of a child.
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10. Select books that do not stereotype people according to gender, ethnic
background, culture, age, or types of works.
11. Choose books that show differently abled people in active and interactive
roles. Be sure that same books have a person with special needs as the
main character.
12. Offer children a variety of writing styles and languages.
13. Share literature from other countries to expand children’s global awareness.
14. Choose books that appeal to a young child’s senses. Enjoyment is found in
books with descriptive words that make children taste, smell, and feel, as well
as see and hear.
15. Pick books that help children develop positive self-esteem by emphasizing
the capabilities children have.
16. Share books that promote feelings of security.
17. Choose books that show characters seeing themselves positively.
18. Select books in which characters show emotions common to young children.
19. Read several books on th same topic to provide more than one perspective.
20. Introduce books that will expand vocabulary.
Tips for Teachers
When reading aloud to a group of children.

1. Share the process by selecting an appropriate piece of literature for your age
group.
2. Read through the story several times before reading aloud to the children.
Practice your presentation.
3. Plan the appropriate time, place, and purpose for the story time. Alternate
small group and large group activities.
4. Try to maintain as much eye contact with the children as possible while you
share the story.
5. Sit on the floor with the children or on a low chair.
6. Hold the book so that everyone in the group will be able to see page. The use
of the big book can be effective.
7. Use different voices for different characters. The children will enjoy your
involvement with the story, and these “voices” help children to distinguish
between characters.
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General Guidelines to Use during Story Time
1. When a child wants to leave the group during story time, gently encourage
the child to stay; but do not insist. Sometimes a reassuring arm around the
child will help.
2. Young children are easily distracted. Listening as part of a group is a skill that
must be learned. Begin with books that have only a few pages.
3. Asking a child a question about what might happen next will help direct her
attention back to the story.
4. While telling the story, whatever has to be said or done to handle a problem
should be as brief interruption of the story as possible. (Sometimes
interruptions can be an important part of the literature experience, if they offer
focused discussion of the story or book.)
5. Be sure that the children have elbow and knee room. Be sure that everyone
can see. For the habitual destructor, catching his attention might be achieved
by inserting his name as part of the story.
6. It is helpful to include the children in the process by having them retell the
story using their own words, joining in to repeat lines, or letting them add the
flannel-board pieces as you tell the story. Using a puppet is effective in
guiding the children through the story.
Type of Books Instructional Strategy

Story telling
 Engage children in discussion about narrative
structure (e.g. characters, setting, conflict or problem
resolution)
 Explain new and sophisticated vocabulary
 Help children to connections between their own lives
and characters in the book.
 Ask children to make predictions about what will
happen next based on illustrations and storyline.
 Encourage children to retell the story.
Information books
 Introduce and explain new vocabulary related to the
topic
 Discuss new concepts and ideas.
 Model “looking up” the answer to children’s questions.
Alphabet books
 Encourage children to name the next latter.
 Make connections between letters and sounds.
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 Discuss words and pictures that starts with a
particular letter/sound.
Rhyming books
 Read rapidly so children hear the pattern.
 Encourage children to listen for rhyming sounds.
 Pause and let children fill in the rhyming word.
Types of Field Trip
1. Walking trip around a familiar room

This offers infants and toddlers an opportunity to notice and learn the
names of everything in the room. This can then be extended to another room
until the children feel comfortable exploring and noticing things in the entire
building of house.
2. Walking trip around the neighbourhood.

(First take a walk without the children. Look at things from a child’s
point of view. Find connections that can be natural outgrowths of classroom
activities.)
3. Taking a small group of children at one time on a mini-field trip.

Once the children become used to taking turns, go on a mini-trip.
There are frequent opportunities to do so.
4. Specific purpose field trip

Go bird-watching; record sounds around the neighbourhood; trip to the
grocery store; down the block to see the new house being built.
5. Far field trips

These are often taken by the entire class to a community location. This
type requires additional adults and travel arrangements for a bus, a van, or a
cars.
Suggested Field Trips  Bakery

 Airport terminal  Bird-watching site
 Animal shelter  Bottling company
 Aquarium  Children’s theatre
 Art museum  City hall
 College or university campus
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 Dairy  Pottery factory
 Dance studio  Puppet show
 Farm  Radio station
 Farmer’s market  Restaurant
 Fire department  Science museum
 Garden center  Sports field or arena
 Library  Television station
 Livestock show  Train station
 Natural history  Post office
 Newspaper  Water treatment plant
 Park  Wildlife sanctuary
 Pet shop  Zoo
 Planetarium
 Police department
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Themes for Preschool/Graders
Some Examples of Themes

 Magnificent me
 My family and me
 My community
 Families
 Friendship
 Caring and sharing
 The seasons
 Weather
 My five senses
 Colors and shapes in our world
 Textures
 Things that grow
 The environment
 Plants and gardening
 Animals
 Pets
 Cars, trucks and buses
 Airplanes, trains and tracks
 United nations
 Clean and green
 Technologies and inventions
 Sciences
 Inventors and scientists
 Modern world
 History of the world
 World festivals
 My community
 Recycle
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TEACHING METHODS
1. Acronym/ Acrostic 18. Objects lesson

2. Art activities a. Talents
3. Brainstorming b. Ica breaker
4. Charade c. Objects with moral
5. Collage
lessons
6. Debate
d. Gifts survey
7. Discussion
19. Puppetry
8. Drama
20. Puzzles
9. Field Trip
21. Questions
10. Games
a. Candy
11. Interview
b. Theme box
12. Journal
c. Under the chair/table
13. Lecture
22. Quizzes
14. Maps
a. Group
15. Memorization
b. individual
a. Erase a word
23. Story telling
b. Sing it
a. Bible stories
c. Verse scramble
b. Scrambled stories
d. Crazy stand-up
c. Family stories
e. Pass the ball the next
d. Treasure hunt stories
word e. Story circle
f. Choose a friend 24. Technology
g. Puzzle 25. Testimony
16. Music 26. Writing
a. Circular song a. Group writing
b. Lyrics study b. Writing a 5 line poem
c. Musical quiz c. Writing a letter
17. Nature Exploration 27. Yell the answer
Basic Ingredients of Early Childhood Education
The School
Characteristics of a Good Preschool
1. Clean and secure location.This is a non-negotiable for preschool.

Weare talking about kids younger than six years old who will be
regularly attending classes. It is crucial that even on the way to school
they feel secure. No health and safety hazards should be anywhere
near the school. A good preschool should not only attend to the mental
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well-being of a child but also his or her physical well-being. Kids must
be able to associate positive feelings and images with the school.
2. Complete and safe facilities. Setting up a room won’t be enough if

we want quality public preschools. There are basic facilities kids’ needs
round the clock and facilities that are required keep the school kid-
friendly and hazard-free. Simply put, a preschool must have a toilet
room, a sanitary area for eating, a separate area for trash, a clinic or
medicine cabinet, a no-slip flooring and cabinets for toys and other
materials. Furniture and any equipment must have no sharp edges.
Electric outlet must have covers and anything else that pose harm to
kids should be kept out of their reach and eyesight.
3. Feel-good atmosphere. A preschool should have an atmosphere

welcoming to young children. It should not seem boring, rigorous or
threatening. The classrooms should be well-ventilated and well-lit.
positive and colourful images and designs should be visible for kids.
Staff and teachers should be helpful, friendly and accommodating.
Kids must be able to see that they are going to have fun in class and
that the school is a place where they can both play and learn.
4. Trained and caring teachers. It is no joke taking care of young kids,

what more to teach them. A serious endeavour into preschool
education must be accompanied with willingness to invest in teacher
training or re-training. If kids are taught the wrong things in preschool,
it defeats the entire purpose of the program. Preschool teachers must
now how to teach the alphabet and counting, how to read stories and
sing songs, how to motivate kids through games, and how to manage
a class of young children. They must be caring and nurturing and
should never resort to coercion or physical punishment.
5. Low teacher-student ratio. Studies on the effects of preschool

education on academic and life success all say the same thing
regarding its potency. Preschool education cannot achieve its goal if it
is a low quality, and a factor in quality is the teacher-student ratio.
Ideally, one teacher should only handle seven to ten students. The
maximum for each class is twenty. Sometimes, having teacher aides or
assistants also helps in managing a large class. Young learners need a
lot of supervision and personal interaction. If the government is serious
with putting up public preschools, the current teacher-student ration in
public elementary schools should not be tolerated in the preschool
level.
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6. Holistic approach and curriculum. A preschool must not only
prepare a child intellectually for entrance into the big school. It must
also help children develop their other aspects. Preschools cannot be
too focused on academic subjects. It must also address the
development of social skills to prepare kids for a bigger group or class.
As early as preschool, good qualities and values like self-confidence
and love of country can already be introduced. Creativity and self-
expression should also be a priority in the curriculum, keeping kids
motivated and interested in schooling.
7. Some structure or routine. What differentiates a preschool from a

daycare center is that it has a more defined structure. A good
preschool has a set schedule for activities, from writing lessons to play
time to nap time. It also requires regular attendance it is not mere
babysitting. In the class, routine chores may be done to install in kids a
sense of capability and responsibility. These can be as simple as
helping out in distributing materials or in tidying up the room. This
structured quality of a preschool ascertains that the kids are not
wasting time but are learning each day.
8. Variety of instructional materials. Kids need a lot of stimulation –

their intellectual stimulation is highly dependent on sensory stimulation.
A good preschool has to have a wide variety of instructional aides.
Pictures, storybooks, recorded songs and models are some of these.
Kids are also very tactile learners. Manipulative such as puzzles and
peg-boards help kids develop their fine motor skills and hand-eye
coordination essential for writing and other tasks. Buttons or marbles
are less expensive items which can be used for teaching counting. The
idea is for children to have fun while learning.
9. Play area and materials. It is but natural for kids to play. Therefore,
there should be an area or time for play. Aside from the usual toys,
blocks should be available. These help develop spatial and problem-
solving skills as well as creativity. Play can also come in the form of art
(children love to draw). The school should never run out of paper,
crayons, and clay. The ide is for children to learn while having fun.
10. Physical activity. A good preschool is not afraid to get physical. Kids
must have the opportunity everyday to move about and play, whether
indoors or outdoors. This helps them practice their motor and other
physical skills.
11. Language-sensitive, language-rich. Since kids will learn more about

language and learn a new one at that in preschool, they must be as
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exposed to it as possible. Whether the new language is Filipino or
English, there should be materials available everywhere. Posters n the
walls, labelled objects and storybooks should be staples in class. On
the other hand, the preschool must also be sensitive to the
community’s mother tongue. Many countries have multi-lingual
education, and preschools must care not to ban children from using
their mother tongue. Moreover, teachers should not hesitate to use the
mother tongue in explaining and teaching.
In short, a preschool should be…
A pleasing place where young children learn to work and play in groups
A philosophy of welcoming each child as he is and helping up his body,

develop his mind, control his feelings and behave as he should
A variety of things - toys, books, playground and apparatus, work materials,

child-sized furniture, blocks, tools, science equipment, musical instruments, art
supplies
A well planned program that encourages every child to do his best but does
not push him faster than he is really able to go
CHILD DEVELOPMENT
Ages and stages
Most of the behavior that children display at each age and stage in their
development is quite normal. Every child is unique and they all develop at their own
pace. Keep your expectations of their behavior and abilities realistic, use the
developmental milestones below only as a guide so you have an idea of what to
expect along your child’s amazing growing journey. At all ages and stages your child
will need your unconditional love and support to help them along the way.
0 to 6 months
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The only way that new babies can communicate is by crying and some do it more
than others. If your baby is unsettled, try to make them more settled by checking that
their nappy is clean, that they are not too hot or too cold, that they are not hungry or
that they do not have wind. Give your baby as much attention as you can but if you
feel that something is not right, or if it gets too stressful, then seek advice from a
friend or health professional straight away. Enjoy your baby, give them lots of
cuddles and look out for that special first smile!
Age: About 3 Months
Motor Skills
*Begins to lift head when held on your shoulder.
*Lifts head and chest when lying on stomach.
*Begins to turn head from side to side when placed on stomach.
*Begins to smile.
*Follows a moving person or object with his eyes.
*Discovers hands and feet.
*Grasps a rattle when placed in his hand.
Cognitive Skills
*Turns head towards bright colors and lights
*Recognizes human voice sounds.
*Recognizes the bottle or breast
Social Skills And Language

*Begins to make cooing or gurgling sounds.
*Can often be quieted down by the sound of a soothing voice or when held.
*Able to communicate hunger, fears, or discomfort through crying and facial
expressions.
6 to 18 months – the ‘doing’ stage
Around this age your child will begin to explore the world around them by touching,
tasting, looking and listening. They will begin to develop their own initiative but will
want you around to feel safe. They may become curious and easily distracted and
their language skills will start to develop. They may want to try to feed themselves
and become fussy about what they eat. Temper tantrums are a typical behavior at
this age.
Tantrums are normal for this age, it works better if you:
 ignore the tantrum as long as the child is safe
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 try to anticipate the likely times these will occur
 distract the child if you can
 comfort the child if they will let you
 fit in shopping and other activities around your child’s nap times
 be prepared for situations that you can’t avoid – keep toys handy, try to give
your child some attention even when you’re busy.
You can help your child’s development if you:
 provide a safe environment
 love and nurture them
 use specific praise – great climbing, good clapping, well done for sitting there
 expose them to a variety of experiences and places
 remember that most children eat what they need
 let them take as much time as they need to do things
 don’t criticize or shame them
 enjoy what they can do and don’t expect them to understand things they’re
not ready for
 put away precious objects and breakables. It’s too early for them to learn not
to touch when touching is how they learn at this age.
Try to avoid conflict over eating. If you’re worried that your child is not eating enough
at meal times, keep a supply of healthy snacks and fruit for when they are hungry.
Don’t expect good table manners from your child at this age. They will spill food and
it will be a while before their coordination is well enough developed to eat and drink
without making a mess.
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Age: About 6 Months
Motor Skills
*Holds head steady when helped to a sitting position.
*Reaches for and grasps objects, moves toys from one hand to the other.
*Discovers and plays with his toes.
*Rolls over.
*Begins to explore by placing objects in mouth and banging.
*Can pull herself to a sitting position if you grasp her hands.
*May sit in a high chair with a little support.
Cognitive Skills
*Opens her mouth when she sees the spoon at feeding time.
*Responds when spoken to.
*Listens intently and smiles often.
*Begins to imitate familiar actions that you perform.
Social Skills and Language

*Babbles, begins to make singsong sounds.
*Recognizes familiar faces.
*Shows his delight by laughing and squealing.
*Yells or screams if he becomes annoyed.
*Smiles at self in the mirror.
Age: About 12 Months
Motor Skills
*Gets Into A Sitting Position Without Assistance.
*Sits Well Without Support.
*Pulls Self Up To Stand And Walks Holding Onto Furniture.
*Crawls Forward On Belly.
*Drinks From A Cup With Help.
*Feeds Self Finger Foods Like Crackers Or Cereal.
*Places Objects Into And Takes Them Out Of A Container.
*Uses Pincer Grasp (Thumb And Index Or Forefinger).
Cognitive Skills
*Searches For An Object That He Sees Fall Out Of Sight.
*Responds To Simple Verbal Requests Like "No".
*Imitates Sounds And Gestures That You Make.
*Responds To Music With Body Motions.
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*Begins To Use Objects Correctly
(Cup, Comb, Listens To Receiver If A Phone Is Placed In His Hand).
*Explores Objects In Different Ways (Shaking, Dropping, Throwing, And Banging).

*Says "Dada" And "Mama".
*Babbles With Inflection In His Tone Of Voice.
*Recognizes Names Of Other Family Members.
*Raises Arms When He Wants To Be Picked Up.
*Shows Affection To Adults That He Is Familiar With.
*Shows Apprehension Around Strangers.
*Exhibits Separation Anxiety When Parent Leaves.
18 months to 3 years – the ‘thinking’ stage
Around this age your child will be testing their boundaries and beginning to
understand the cause and effect of doing so. They will be able to follow simple
commands and will be
starting to think for themselves. They may want to have some say in what they dress
in and eat and they will be learning to play with other children. Your child will be
developing the concepts of past and future as well as expanding their knowledge of
language and movement. They will also begin to develop a sense of humour.
It is typical of a child this age to:
 play alongside, instead of with, other children
 resist any changes
 test behaviors – being able, but refusing, to follow simple commands
 develop definite ideas on what they will wear
 ask ‘why?’
 enjoy rituals and stories
 want to eat when hungry instead of the set meal times
 eat messily and spill food.
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 are consistent and make a routine for the day
 give lots of praise and cuddles
 keep your praise specific so that your child recognizes the behavior you like
 make commands clear and simple
 encourage their independence in eating and dressing
 answer their questions, even when it is the same one over and over again –
this is how your child learns
 offer simple choices – ‘do you want the red or the blue one?’
Age: About 18 Months
Motor Skills
*Walks independently.
*Scribbles with crayons.
*Turns a page in a book.
*Is able to push, pull and dump things.
*Can carry a stuffed animal or doll.
*Builds a tower of 2 blocks.
*Can take off socks, mittens, and hats.
Cognitive Skills
*Follows simple instructions.
*Finds objects when hidden.
*Identifies a familiar object in a picture book.
*Solves problems by trial and error.
*Begins to sort by shapes and color (e.g. Puts a round lid on a round pot).

*Has a vocabulary of about 8-10 words that can be understood.
*Uses phrases like "bye-bye","hi", and "please", when prompted.
*Repeats words overheard in conversation.
*Makes eye contact when someone is talking to him.
*Asks for mother or father specifically.
*Brings toys or books to share with parent or caretaker.
*Plays alone on the floor with toys.
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*Competes with other children for toys.
*Exhibits separation anxiety when parent leaves.
*Points to items that he wants
Age: About 2 years
Motor Skills
*Feeds self with a spoon.
*Able to drink from a straw.
*Walks up stairs with help.
*Opens cabinets and drawers.
*Bends over to pick things up without falling.
*Builds a tower of 3-4 blocks.
*Can roll and kick a large ball.
*Begins to run.
*May show a preference for one hand over the other.
*Scribbles spontaneously.
Cognitive Skills
*Begins make believe play.
*Enjoys taking things apart.
*Wants to explore her surroundings.
*Can and will follow directions.
*Can point to 5-6 different body parts when asked.
*Enjoys looking at the same books over and over again.
*May express interest in potty training.

*Has a vocabulary that includes several hundred words.
*Begins to use 2-3 word sentences.
*Learning to take turns with other children but generally plays along side, rather than
with other children.
*Gets angry and may have temper tantrums.
*Possessive of his toys.
*Refers to self either by name or by using "me" or "mine".
*Acts shy around strangers.
*Likes to imitate parents or caregiver.
3 to 6 years – the stage of ‘self-awareness and imagination’
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Around this age your child will be very aware of themselves and their place in the
world but will also enjoy using their imagination. Throughout this stage your child will
be starting to assert their own identity and learning that behavior has consequences
and the effect that it has on others. They will begin to learn what is and is not socially
acceptable behavior and will be able to separate reality and fantasy. They will learn
what they can and can’t control, as well as continuing to develop their earlier
abilities.
 play in a fantasy world and create imaginary friends
 ask even more questions – as well as ‘why’ there’s now ‘how’ and ‘when’
 try out different identities
 set up power struggles and watch the power dynamics in family relationships
 begin to play cooperatively with others
 develop an interest in games and rules
 practice social skills
 encourage them in the new challenges they will face at this age, such as
kindergarten and school
 talk to them about feelings so they can learn to express and connect their
feelings and thoughts
 answer their questions and give the right information about their bodies and
the world around them
 praise good behavior
 encourage their imagination but help them to separate fantasy and reality
 keep instructions clear and simple.
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Age: About 3 years
Motor Skills
*Climbs well.
*Walks up and down stairs, alternating feet.
*Runs with ease.
*Pedals a tricycle.
*Kicks a ball.
*Feeds self.
*Opens doors.
*Washes and dries hands by self.
*Makes vertical, horizontal, and circular strokes with a pencil or crayon.
*Screws and unscrews lids, jars, nuts and bolts.
*Turns a page in a book one at a time.
Cognitive Skills
*Attention span increases to about 3 minutes.
*Can remember what happened yesterday.
*Understands "now", "soon", and "later."
*Knows some numbers, but not necessarily in correct order.
*Completes puzzles with three or four pieces.
*Sorts objects by shape and color.
*Matches an object to a picture of that object.
*Laughs at silly ideas.
*Understands the concept of "one" and "two".
*Matches circles and squares.
*Understands physical relationships (on, under, over, in, out).

*Uses three-five word sentences.
*Asks questions.
*Plays spontaneously with other children in a small group.
*Recognizes and understands most common objects and pictures.
*Repeats simple rhymes.
*Asks to use the toilet most times.
*Enjoys being read to.
*Imitates housework or other chores.
*Assigns roles in pretend play (mommy, daddy).
*Uses pronouns (I, you, me, we, and they) and some plurals.
*Knows her first and last name.
*Knows whether he is a boy or girl.
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Age: About 4 years
Motor Skills
*Hops and stands on one foot for a few seconds. .
*Catches a bounced ball much of the time.
*Tries to write name. .
*Draws a face..
*Tries to cut paper with blunt scissors.
*Attempts to button, buckle and snap but usually needs help.
*Dresses and undresses doll in clothing with large zippers, snaps, and laces. .
*Brushes teeth with help.
*Pours from a small pitcher.
*Can get himself started when on a swing and may be able to keep it moving.
*Tries to skip.
*Strings large objects.
*Begins to copy some letters.
Cognitive Skills
*Recognizes some colors.
*Wants to know what will happen next.
*Distinguishes between what is real and what is imaginary.
*Follow instructions with up to three commands (put the toys away, wash your
hands, and get your coat).
*Identifies situations that could lead to happiness, sadness and anger. V *Colors with
crayons or chalk.
*Counts up to five objects.
*Understands taking turns and may do so without being reminded.
*Understands "big," "little," "short," "tall".
*Can sort objects by shape or color.
*Social Skills and Language

*Speaks clearly enough for strangers to understand.
*Has a large vocabulary and speaks in sentences of five or more words.
*Tells stories.
*Often prefers playing with other children.
*Wants explanations of "why" and "how".
*Changes the rules of play as he goes along.
*Likes to play "dress up."
*Separates from parent for short periods without crying.
*Beginning to master some basic rules of grammar (past tense, plurals).
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*Shares when asked.
*Enjoys playing games like tag, hide and go seek, and duck duck goose.
*Likes to do things for himself.
Age: About 5 years
Motor Skills
*Able to dress and undress self with little assistance. V *Throws a ball over head.
*Rides a tricycle with great skill. May be interested in a two-wheeled bike.
*Feeds self, using a fork, spoon and maybe a table knife.
*Jumps over low objects.
*Hand dominance is established.
*Hops, somersaults, swings, and climbs.
*Draws a person and includes the body.
*Prints some letters.
*Copies shapes and patterns.
Cognitive Skills
*Knows all of the basic colors.
*Able to memorize his address and phone number.
*Counts up to 10 objects.
*Interested in cause and effect.
*Tells longer stories.
*Understands that stories have a beginning, middle, and ending.
*Enjoys riddles and jokes.
*Better understands the concept of time.
*Enjoys collecting things.
*More sensitive to the needs of others. Notices when someone else is happy or sad.

*Speaks in sentences of more than 5 words.
*Invents games with simple rules.
*Organizes objects for pretend play.
*Uses swear words or "bathroom talk" to elicit your response.
*Likes to make own decisions but can become bossy in doing so.
*Wants to be like and please his friends.
*Likes to sing, dance and act.
*Shows more independence and may enjoy a play date without a parent.
Normal but challenging behaviors
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There may be some behavior that you want to change. Always be consistent and
give clear messages. Young children can be easily confused by change, support
them to make these changes and don’t punish them if they make mistakes. You can
use ‘time out’ as a discipline by putting your child into another room where they are
safe. Before you do this you must be certain that your child is old enough to
understand why this is happening and you must ensure you keep the time
reasonable. A good guide is one minute on their own for each year of the child’s life.
Sometimes what children need is ‘time in’ – some special time on their own with a
parent or caregiver when you can do something that they enjoy and when you can
comment on good behaviour. If they continue their bad behavior tell the child that the
special time is over and it can continue when they begin to behave better.
When you discipline your young child it helps if you remember that:
 this should be teaching and not punishment
 you may have to repeat that this behavior is not OK over and over again
 your child needs to hear that it is the behavior, not them, that you don’t like
If your child is aggressive it helps if you:
 have a clear rule that violence or aggression isn’t acceptable in your family or
whānau (and ensure that adults follow this rule too)
 check out the TV programs they’re watching and monitor their viewing
patterns and times
 never reward aggressive or violent behavior – always have a negative

consequence, such as time out or no TV
 encourage them to talk about things, not just hit out
 teach asking and negotiation and model these skills yourself
 praise the good things they do
 reward them for changes in their behavior.
If you are worried about lies:
 remember that a child doesn’t have the same idea of truth as an adult
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 they may just be fantasizing and talking about something they wish was true
 be truthful yourself – your child will pick up on any ‘white lies’ and not see any
difference between these and a more serious kind
 reward them when they do tell the truth, even if it was something you didn’t
want to hear.
Many children wet the bed and some boys do take longer than is considered ‘normal’
to grow out of this. Never punish your child for wetting the bed. You can try rewards
for dry nights but it is a developmental stage that most children will pass through –
some just take longer than others. Get help if you are concerned.
If your child doesn’t cooperate with your directions it helps if you:
 are telling and not asking them to do something
 give specific instructions
 are not giving them too many tasks at once
 don’t get caught up in discussions or arguments about what you want the
child to do.
Give a clear instruction
Wait 5 to 20 seconds for your child to cooperate
If they do:
Reward the good behavior with positive attention

Give specific praise and be very enthusiastic
When your child cooperates regularly, acknowledge this with a ‘thank you’
If they don’t:
Repeat your instruction

If possible, make it firmer and shorter
If they cooperate the second time, praise this behavior
If they don’t cooperate, use a consequence, such as time out or turning off the TV
You can encourage your child to cooperate if you:
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 add a reward to the instruction but give the instruction first – ‘put on your
pajamas and I’ll read you a story’
 find out what they would prefer to be doing – if your child doesn’t want to eat
their dinner, then suggest a bath or a game afterwards
 give them simple tasks with a limited choice – ‘what will you put away, the
cars or the blocks?’
 help them with the things you want them to do – such as putting away the
cars while they pack up their blocks.
6 to 12 years – the stage for limits and structure
Your child needs to learn about limits and why we need them. They need to
understand why your boundaries are relevant to them. At this age your child will be
learning to listen to get the information they need and learning to identify the
difference between needs and wants. They will be checking out the family rules and
learning the consequences of breaking them. They will be testing the family values
and learning that there can be both disagreement and love in your family. They will
also be learning about different boundaries and expectations outside the family, such
as in school and clubs. They will begin to identify strongly with their own gender and
learn about personal responsibility and self control.
 ask a lot of question to get the information they need
 choose to play with other children of the same sex
 argue about and challenge parental values (especially in the older child)
 be moody (especially in the older child).
 give lots of love and protection
 encourage them to do things their own way
 support them in the skills they learn and the decisions they make
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 be clear about what you are responsible for and what you expect from them
 set clear limits but keep some difference between what you’ll negotiate on
and what is non-negotiable
 let them experience consequences in a safe and protected environment
 teach them problem-solving skills
 let them know you still love them even when you disagree about things.
Teenagers
Your child will make important transitions during their teenage years as they begin to
develop from childhood to adulthood. They will begin a shift from following your rules
to recognizing their own values and will define themselves by what they feel and
think rather than by other people’s opinions. They will also start the transition from
living in a family to living independently out in the world.
It can be difficult keeping good lines of communication open with your teenager.
Arguments can develop quickly and there can be a lot of tension in the household.
Remember that at whatever age your child is, they still need your love and
understanding. As with every age, you need to keep your expectations realistic and
acknowledge the good things your child or young person does. It will help to
communicate well with your teenager if you:
 stay calm, even when they are deliberately trying to anger you
 take time out for yourself, rather than giving in to your anger or trying to
discuss something when you’re upset
 give them the opportunity to reply or participate in any discussion
 hear what they say
 keep arguments in a neutral place – respect the privacy of their room
 don’t put your teenager down or make fun of them
 regularly give them positive feedback
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 avoid giving ultimatums and creating power struggles
 talk while you’re doing something together rather than making a big deal out
of it
 show your appreciation for their help in household chores
 give them a hug and tell them you love them
 choose your battles – let some things go.
Assessment and Guidance

Core Developmental Milestones of Filipino Children
60 months (5 y/o) YES NO
Motor: throws ball overhead with directions
Self-help:bathes unassisted
Language:recounts recent experiences in order of
occurrence using pate tense
Cognitive:matches upper and lower case letters
Socio-emotional:uses cultural gestures or greeting without prompts
48 months (4 y/o)
Motor: draws a human figure or house

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Self-help:uses toilet with occasional accidents
Language:asks “what”,”why” and “who” questions
Cognitive:arranges objects according to size from smallest to top
Socio-emotional:plays organized group games fairly
36 months (3 y/o)
Motor: runs without tripping
Self-help:pulls down gartered shorts
Language:speaks grammatically correct 2-3 word sentence
Cognitive:matches objects and pictures
Socio-emotional:imitates adult activities
Personality Puzzle
Your Personality Profile: In each row choose one of the best words that describe
your character/personality. Put a mark on the line of your choice. Do not leave one
number unanswered.
Strength
1. ___ adventurous ___ adaptable ___animated ___analytical

2. ___persistent ___playful ___persuasive ___peaceful
3. ___submissive ___self-sacrificing ___sociable ___strong-willed
4. ___considerate ___controlled ___competitive ___convincing
5.___refreshing ___respectful ___reserved ___resourceful
6.___satisfied ___sensitive ___self-reliant ___spirited
7. ___planner ___patient ___positive ___promoter
8. ___sure ___spontaneous ___schedule ___shy
9. ___orderly ___obliging ___outspoken ___optimistic
10.___friendly ___faithful ___funny ___forceful
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11.___daring ___delightful ___diplomatic ___detailed
12.___cheerful ___consistent ___cultured ___confident
13.___idealistic ___independent ___inoffensive ___inspiring
14.___demonstrative ___decisive ___dry humor ___deep
15.___mediator ___musical ___mover ___mixes easily
16.___thoughtful ___tenacious ___talker ___tolerant
17.___listener ___loyal ___leader ___lively
18.___contented ___chief ___chart maker ___cute
19.___perfectionist ___pleasant ___productive ___popular
20.___bouncy ___bold ___behave ___balanced
Weaknesses
21.___blank ___bashful ___brassy ___bossy

22.___undisciplined ___unsympathetic ___unenthusiastic ___unforgiving
23.___reticent ___resentful ___resistant ___repetitious
24.___fussy ___fearful ___forgetful ___frank
25.___impatient ___insecure ___indecisive ___interrupts
26.___unpopular ___uninvolved___unpredictable ___unaffectionate
27. ___headstrong ___haphazard ___hard to please ___hesitant
28.___plain ___pessimistic ___proud ___permissive
29.___angered easily ___aimless ___argumentative ___alienated
30.___naive ___negative attitude ___nervy ___nonchalant
31.___worrier ___withdrawn ___workaholic ___wants credit
32.___too sensitive ___tactless ___timid ___talkative
33.___doubtful ___disorganized ___domineering ___depressed
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34.___inconsistent ___introvert ___intolerant ___indifferent
35.___messy ___moody ___mumbles ___manipulative
36.___slow ___stubborn ___show-off ___skeptical
37.___loner ___lord over others ___lazy ___loud
38.___sluggish ___suspicious ___short-tempered ___scatterbrained
39.___revengeful ___restless ___reluctant ___rash
40.___comparing ___critical ___crafty ___changeable
Total Score: Combine the score of your strengths and weaknesses.
_____ Sanguine _____ Melancholy _____Choleric _____ Phlegmatic
Personality Test Word Definition
STRENGTH
1
Adventurous. One who will take on new and daring enterprises with a
determination to master them
Adaptable. Easily fits and is comfortable in any situation
Animated. Full of life, lively use of hand, arm, and face gestures
Analytical. Likes to examine the parts for their logical and proper relationships
2
Persistent. Sees one project through to its completion before starting another
Playful. Full of fun and good humor
Persuasive. Convinces through logic and fact rather than charm or power
Peaceful. Seems undisturbed and tranquil and retreat from any form of strife
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3
Submissive. Easily accepts any other’s point of view or desire with little need to
assert his own opinion
Self-sacrificing. Willingly gives up his own personal being for the sale of, or to meet
the needs of others
Sociable. One who sees being others as an opportunity to be cute and entertaining
rather than as a challenge or business opportunity
Strong-willed. Determined to have one’s own way
4
Considerate. Having regard for the needs and feeling of others
Controlled. Has emotional feelings but rarely displays them
Competitive. Turns every situation, happening, or game into a contest and always
plays to win!
Convincing. Can win you over to anything through the sheer charm of his
personality
5
Refreshing. Renews and stimulates or makes others feel good
Respectful. Treats others with deference, honor, and esteem
Reserved. Self-restrained in expression of emotion or enthusiasm
Resourceful. Able to act quickly and effectively n virtually all situation
6
Satisfied. A person who easily accepts any circumstance or situation
Sensitive. Intensively cares about others, and what happens
Self-reliant. An independent person who can fully rely on his own capabilities,
judgment, and resources
Spirited. Full of life and excitement
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7
Planner. Prefers to work out a detailed arrangement beforehand, for the
accomplishment of project or goal, and prefers involvement with the planning stages
and the finished product rather than carrying out of the task
Patient. Unmoved by delay, remains calm and tolerant
Positive. Knows it will turn out right if he’s in charge
8
Sure. Confident, rarely hesitates or wavers
Spontaneous. Prefers all of life to be impulsive, unpremeditated activity, restricted
by plans
Schedule. Makes, lives, according to a daily plan, dislikes his plan to be interrupted
Shy. Quiet, doesn’t easily instigate a conversation
9
Orderly. Having a methodical, systematic arrangement of things
Obliging. Accommodating. One who is quick to do it another’s way
Outspoken. Speaks frankly and without reserve
Optimistic. Sunny disposition who convinces self and others that everything will turn
out all right
10
Friendly. A responder rather than an initiator seldom starts a conversation
Faithful. Consistently reliable, steadfast, loyal and devoted sometimes beyond
reason
Funny. Sparkling sense of humor that can make virtually any story into a hilarious
event
11
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Daring. Willing to take risks, fearless, bold
Delightful. A person who is upbeat and fun to be with
Diplomatic. Deals with people tactfully, sensitively and patiently
Detailed. Does everything in proper order with a clear memory of all the things that
happen
12
Cheerful. Consistently in good spirits and promoting happiness in others
Consistent. Stays emotionally on an even keel, responding as one might expect
Cultured. One whose interests involve both intellectual and artistic pursuits, such as
theatre, symphony, ballet
Confident. Self-assured and certain of own ability and success
13
Idealistic. Visualizes things in their perfect form, and has a need to measure up to
that standard himself
Independent. Self-sufficient, self;-supporting, self-confident and seems to have little
need of help
Inoffensive. A person who never says or causes anything unpleasant or
objectionable
Inspiring. Encourages other to work, join, or be involved, and makes the whole
thing fun
14
Demonstrative. Openly express emotion, especially affection, and doesn’t hesitate
to touch others while speaking to them
Decisive. A person with quick, conclusive, judgment-making ability
Dry humor. Exhibits “dry wit”, usually one-liners which can be sarcastic in nature
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Deep. Intense and often introspective with a distaste for surface conversation and
pursuits
15
Mediator. Consistently finds him o herself in the role of reconciling differences in
order to avoid conflict
Musical. Participates in or has a deep appreciation of music, is committed to music
as an art form, rather than the fun of performance
Mover. Driven by a need to be productive, is a leader whom others follow, finds it
difficult to sit still
Mixes easily. Loves a party and can’t wait to meet everyone in the room, never
meets a stranger
16
Thoughtful. A considerate person who remembers special occasions and is quick to
make a kind gesture
Tenacious. Folds on firmly, stubbornly, and won’t let go until the goal is
accomplished
Talker. Constantly talking, generally telling funny stories and entertaining everyone
around, feeling the need to fill the silence in order to make others comfortable
Tolerant. Easily accepts the thoughts and ways of others without the need to
disagree with or change them
17
Listener. Always seems willing to hear what you have to say
Loyal. Faithful to a person, ideal, or job, sometimes beyond reason
Leader. A natural born director, who is driven to be in charge, and often finds it
difficult to believe that anyone else can do the job as well
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Lively. Full of life, vigorous, energetic
18
Contented. Easily satisfied with what he has, rarely envious
Chief. Commands leadership and expects people to follow
Chart maker. Organizes life, tasks, and problem solving by making lists forms or
graphs
Cute. Precious, adorable, center of attention
19
Perfectionist. Places high standards on himself, and often on others, desiring that
everything be in proper order at all times
Pleasant. Easy going, easy to be around easy to talk with
Productive. Must constantly be working or achieving, often finds it very difficult to
rest
Popular. Life of the party and therefore much desired as a party guest
20
Bouncy. A bubbly, lively personality, full of energy
Bold. Fearless, daring, forward, unafraid of risk
Behaved. Consistently desires to conduct himself within the realm of what he feels
is proper
Balanced. Stable, middle of the road personality, not subject to sharp high or lows
WEAKNESSES
21
Blank. A person who shows little facial expression or emotion
Bashful. Shrinks from getting attention, resulting from self-consciousness
Brassy. Showy, flashy, comes on strong, too loud
Bossy. Commanding domineering, sometimes overbearing in adult relationships
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22
Undisciplined. A person whose lack of order permeates most every area of his life
Unsympathetic. Finds it difficult to relate to the problems or hurts of others
Unenthusiastic.Tends to not get excited often feeling it won’t work anyway
Unforgiving. One who has difficulty forgiving or forgetting a hurt or injustice done to
them, apt to hold onto a grudge
23
Reticent. Unwilling or struggles against getting involved, especially when complex
Resentful. Often holds ill feeling as a result of real or imagined offenses.
Resistant. Strives, works against, or hesitates to accept any other way but his own
Repetitious. Retells stories and incidents to entertain you without realizing he has
already told the story several times before, is constantly needing something to say
24
Fussy. Insistent over petty matters or details, calling for great attention to trivial
details
Fearful. Often experiences feelings of deep concern, apprehension or anxiousness
Forgetful. Lack of memory which is usually tied to a lack of discipline and not
bothering to mentally record things that aren’t fun
Frank. Straightforward, outspoken, and doesn’t mind telling you exactly what he
thinks
25
Impatient. A person who finds it difficult to endure irritation or wait for others
Insecure. One who is apprehensive or lacks confidence
Indecisive. The person who finds it difficult to make any decision at all. (Not the
personality that labors long over each decision in order to make the perfect one.)
Interrupts. A person who is more of a talker than a listener, who starts speaking
without even realizing someone else is already speaking.
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26
Unpopular.A person whose intensity and demand for perfection can push others
away
Uninvolved. Has no desire to listen or become interested in clubs, groups, activities,
or other people’s lives
Unpredictable. May be ecstatic one moment and down the next, or willing to help
but then disappears, or promises to come but forget to show up
Unaffectionate. Finds it difficult to verbally or physically demonstrate tenderness
openly
27
Headstrong. Insists on having his own way
Haphazard. Ha no consistent way of doing things
Hard to please. A person whose standards are sets so high that it is difficult to ever
satisfy them
Hesitant. Slow to get moving and hard to get involved
28
Plain. A middle-of-the-road personality without highs or lows and showing little, if
any, emotion
Pessimistic. While hoping for the best, this person generally sees the downside of
the situation first
Proud. One with great self-esteem who sees himself as always right and the best
person for the jobs
Permissive. Allows others (including children) to do as they please in order to keep
from being disliked
29
Angered easily. One who has a childlike flash-in-the-pan temper that expresses
itself in tantrum style and is over forgotten almost instantly
Aimless. Not a goal-setter with little desire to be one
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Argumentative. Incites arguments generally because he is right no matter what the
situation may be
Alienated. Easily feels estranged from others, often because of insecurity or fear
that others don’t really enjoy his company
30
Naïve. Simple and child-like perspective, lacking sophistication or comprehension of
what the deeper levels of life are really about
Negative attitude. One whose attitude is seldom positive and is often able to see
only the down or dark side of each situation
Nervy. Full of confidence, fortitude, and sheer guts, often in negative sense
Nonchalant. Easy-going, unconcerned, indifferent
31
Worrier. Consistently feels uncertain, troubled, or anxious
Withdrawn. A person who pulls back to himself and needs a great deal of alone or
isolation time
Workaholic. An aggressive goal-setter who must be constantly productive and feels
very guilty when resting, is not driven by a need by a need for perfection or
completion but by a need for accomplishment and reward
Wants credit. Thrives on the credit or approval of others. As an entertainer this
person feed on the applause, laughter, and/or acceptance of an audience
32
Too sensitive.Overly introspective and easily offended when misunderstood
Tactless. Sometimes expresses himself in a somewhat offensive and inconsiderate
way
Timid. Shrinks from difficult situations
Talkative. An entertaining, compulsive talker who finds it difficult to listen
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33
Doubtful. Characterized by uncertainty and lack of confidence that it will ever work
out
Disorganized. Lack of ability to ever get life in order
Domineering. Compulsively takes control of situations and/or people, usually telling
others what to do
Depressed. A person who feels down much of the time
34
Inconsistent. Erratic, contradictory, with actions and emotions not based on logic
Introvert. A person whose thoughts and interest are directed inward, lives within
himself
Intolerant. Appears unable to withstand or accept another’s attitudes, point of view
or way of doing things
Indifferent. A person to whom most things don’t matters one way of the other
35
Messy. Living in a state of disorder, unable to find things
Moody. Doesn’t get very high emotionally, but easily slips into low lows, often when
feeling unappreciated
Mumbles. Will talk quietly under the breath when pushed, doesn’t bother to speak
clearly
Manipulative. Influences or manages shrewdly or deviously for his own advantage,
will get his way somehow
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36
Slow. Doesn’t often act or think quickly, too much of a bother
Stubborn. Determined to exert his or her own will, not easily persuaded, obstinate
Show-off. Needs to be the center of attention, wants to be watched
Skeptical. Disbelieving, questioning the motive behind the words
37
Loner. Requires a lot of private time and tends to avoid other people
Lord over. Doesn’t hesitate to let you know that he s right or is in control
Lazy. Evaluates work or activity in terms of how muchenergy it will take
Loud. A person whose laugh or voice can be heard above others in the room
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Sluggish. Slow to get started, needs push to be motivated
Suspicious. Tends to suspect or distrust others or ideas.
Short-tempered. Has a demanding impatience-based anger and a short fuse. Anger
is expressed when others are not moving fast enough or have not completed what
they have been asked to do
Scatterbrained. Lacks the power of concentration, or attention, flighty
39
Revengeful. Knowingly or otherwise holds a grudge and punishes the offender,
often by subtly withholding friendship or affection
Restless. Like constant new activity because it isn’t fun to do the same things all the
time
Reluctantly. Unwilling or struggles against getting involved
Rash. May act hastily, without thinking things through, generally because of
impatience
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40
Compromising. Will often relax his position, even when right, in ,order to avoid
conflict
Critical. Constantly evaluating and making judgments, frequently thinking or
expressing negative reactions
Crafty. Shrewd, one who can always find a way to get to the desired end
Changeable. A child-like, short attention span that needs a lot of change and variety
to keep from getting bored
Personality Scoring Sheet

STRENGHT
Popular Powerful Perfect Peaceful
Sanguine Choleric Melancholy Phlegmatic
1. Animated Adventurous Analytical Adaptable

2. Playful Persuasive Persistent Peaceful
3. Sociable Strong-willed Self-sacrificing Submissive
4. Convincing Competitive Considerate Controlled
5. Refreshing Resourceful Respectful Reserved
6. Spirited Self-reliant Sensitive Satisfied
7. Promoter Positive Planner Patient
8. Spontaneous Sure Scheduled Shy
9. Optimistic Outspoken Orderly Obliging
10. Funny Forceful Faithful Friendly
11. Delightful Daring Detailed Diplomatic
12. Cheerful Confident Cultured Consistent
13. Inspiring Independent Idealistic Inoffensive
14. Demonstrative Decisive Deep Dry humor
15. Mixes easily Mover Musical Mediator
16. Talker Tenacious Thoughtful Tolerant
17. Lively Leader Loyal Listener
18. Cute Chief Chartmaker Contented
19. Popular Productive Perfectionist Pleasant
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20. Bouncy Bold Behaved Balanced
WEAKNESSES
21. Brassy Bossy Bashful Blank
22. Undisciplined Unsympathetic Unforgiving Unenthusiastic
23. Repetitious Resistant Resentful Reticent
24. Forgetful Frank Fussy Fearful
25. Interrupts Impatient Insecure Indecisive
26. Unpredictable Unaffectionate Unpopular Uninvolved
27. Haphazard Headstrong Hard to please Hesitant
28. Permissive Proud Pessimistic Plain
29. Angered easily Argumentative Alienated Aimless
30. Naïve Nervy Negative attitude Nonchalant
31. Wants credit Workaholic Withdrawn Worrier
32. Talkative Tactless Too sensitive Timid
33. Disorganized Domineering Depressed Doubtful
34. Inconsistent Intolerant Introvert Indifferent
35. Messy Manipulative Moody Mumbles
36. Show-off Stubborn Skeptical Slow
37. Loud Lord over others Loner Lazy
38. Scatterbrained Short-tempered Suspicious Sluggish
39. Restless Rash Revengeful Reluctant
40. Changeable Crafty Critical Compromising
Personality Summaries
Popular Sanguine
Let’s do it the fun way.
 Desire: have fun
 Emotional needs: attention, affection, approval, acceptance
 Key strengths: can talk about anything at any time at any place with or without
information. Has a bubbling ability, likes people
 Key weaknesses: disorganized
 Get depressed when: life is no fun and no one seems to love them
 Are afraid of: being unpopular or bored, having to live by the clock or keep a
record of money spent
 Like people who: listen and laugh, praise and approve
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 Dislike people who: criticize, don’t respond to their humor, don’t think they are
cute
 Are valuable in work: for colourful creativity, optimism, light touch, cheering up
others, entertaining
 Could improve if: they got organized didn’t talk so much and learned to tell
time
 As leaders they: excite, persuade and inspire others, exude charms and
entertain, but are forgetful and poor on follow through
 Tend to marry: Perfect Melancholies who are sensitive and serious, but the
Popular quickly tire of having to cheer them up all the time, and of being
made to feel inadequate and stupid
 Reaction to stress: leave the scene, go shopping, find a fun group, create
excuses, blame others
 Recognized by: constant talking, loud volume, bright eyes, moving hands,
colourful expressions, enthusiasm, and ability to mix easily.
Perfect Melancholy
Let’s do it the right way
 Desire: have it right
 Emotional needs: sense of stability, space, silence , sensitivity, and support
 Key strengths: ability to organize, set long-range goals, have high standards
and ideals, analyse deeply
 Key weaknesses: easily depressed, too much time on preparation, too

focused on details, remembers negatives, suspicious of others
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 Get depressed when: life is out of orders, standards aren’t met, and no one
seems to care
 Are afraid of: no one understands how they really feel, making mistakes,
having to compromise standards
 Like people who: are serious, intellectual, deep, and will carry on a sensible
conversation
 Dislike people who: are lightweights, forgetful, late, disorganized, superficial,

prevaricating and unpredictable
 Are valuable in work: for sense of details, love of analysis, follow through,
high standards of performance, compassion for the hurting
 Could improve if: they didn’t take life quite so seriously and didn’t insist others
be perfectionists
 As leaders they: ,organize well, are sensitive to people’s feelings, have deep
creativity, want quality performance
 Tend to marry: Popular Sanguines for their personalities and social skills, but
soon to try to shut them up and get them on a schedule, becoming depressed
when they don’t respond
 Reaction to stress: withdraw, get lost in a book, become depressed, give up,
recount the problems
 Recognized by: serious, sensitive nature, well-mannered approach, self-

deprecating comments, meticulous and well-groomed looks (exceptions are
hippy-type intellectuals, musicians, poets, who feel attention to clothes and
looks is worldly and detracts from their inner strength)
Powerful Choleric
Let’s do it my way
 Desire: have control
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 Emotional needs:sense of obedience, appreciation for accomplishments,
credit for ability
 Key strengths: ability to take charge of anything instantly, make quick,

correct judgment
 Key weaknesses: too bossy, domineering, autocratic, insensitive, impatient,

unwilling to delegate or give credit to others
 Get depressed when: life is out of control and people won’t do things their
way
 Are afraid of: Losing control of anything, such as losing a job, not being
promoted, becoming seriously ill, having a rebellious child or unsupportive
mate
 Like people who: cooperate quickly, and let them take credit
 Dislike people who: are lazy and not interested in working constantly, who
buck their authority, get independent, or aren’t loyal
 Are valuable in work: because they can accomplish more than anyone else
in the a shorter time and are usually fight, but may stir up trouble
 Could improve if:they allowed others to make decisions; delegated

authority; became more patient, didn’t expect everyone to produce as they
do
 As leaders they: have a natural feel for being in charge, a quick sense of
what will work and a sincere belief in their ability to achieve but may
overwhelm less aggressive people
 Tend to marry: Peaceful Phlegmatics who will quietly obey and not buck
their authority, but who never accomplish enough or get excited over their
project
 Reaction to stress: tighten control, work harder, exercise more, get rid of
offender
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 Recognized by: fast-moving approach, quick grab for control, self-
confidence, restless and overpowering attitude
Peaceful Phlegmatic
Let’s do it the easy way
 Desire: have no conflict, keep peace
 Emotional needs: sense of respect, feeling worth, understanding, emotional

support
 Key weaknesses: lack of decisiveness, enthusiasm, and energy, no obvious

flaws but a hidden will of iron
 Get depressed when: life is full of conflict, they have to face a personal
confrontation, no one wants to help, the buck stops with them
 Are afraid of: having to deal with a major personal problem, being left holding
the bag, making major changes
 Like people who: will make decisions for them, will recognize their strengths,
will not ignore them, will them respect
 Dislike people who: are too pushy, too loud, and expect too much of them
 Are valuable in work: because they cooperate and are a calming influence,
keep peace, meditate between contentious people, objectively solve
problems
 Could improve it: they set goals and became self-motivated, they were willing
to do more and move faster than expected, and could face their own
problems as well as they handle other peoples’
 As leaders they: keep calm, cool, and collected, don’t make impulsive
decisions, are well-liked and inoffensive, won’t cause trouble, but don’t often
come up with brilliant new ideas
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 Tend to marry: Powerful Cholerics because they respect their strength and
decisiveness, but later the Peacefuls get tired of being pushed around and
looked down upon
 Reaction to stress: hide from it, watch ,television, eat, tune out of life
 Recognized by: calm approach relaxed posture, sitting or leaning when

possible
Adapted by Fred Littauer from Personality Patterns by Lana Bateman
TEACHER’S ROLE
1. Manager
You decide to be more organized, directive and plan.
2. Mediator
You will want to interact with your students in dyadic relationships that
communicate equality, warmth, and concern.
3. Facilitator
You will be using specialized skills to help individual students to meet
their special requirements.
Parents Behavior and Instructional Competence
Diana Baumrind found three major patterns of parent’s behavior that showed
significant relationships to their children’s competence.
1. Authoritative Parents
 These parents establish rules and exert firm control, but they use
reasoning and explanation to support expectancies of mature behavior.
 The parents expect compliance to rules but use warmth and positive
reinforcement more than punishment to enforce rules.
 Authoritative parents also listen to the child’s point of view and
encourage the child’s own striving for independence.
 They have high standards for mature behavior and encourage the child
to meet these standards gradually, using positive reinforcement such
as praise.
2. Authoritarian Parents
 These parents set arbitrary rules, do not ask for the child’s point of
view, and do not use reasoning.
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 They also use more punishment and offer less positive feedback to the
child.
 Children of authoritarian parents are more likely to be withdrawn,
passive, dependent, and irritable.
3. Permissive Parents
 The parents, who are lax in setting rules, do not expect household
chore to be done, are passive in the face of the child’s noncompliance,
and are very non-restrictive.
 Are less punitive but also give less positive reinforcement of desirable
behavior.
 Children from permissive families are more likely to be impulsive and
aggressive and to show little self-control.
Focus on Learning and Behavior

1. Learning involves a person
2. Learning involves an environment
3. Learning involves interaction
4. Learning involves behavior change.
Characteristics of Behavior
Understanding these characteristics is a prerequisite to management,
mediation, and facilitation in the classroom.
1. Behavior is learned
2. Behavior is predictable
3. Behavior can be overt or covert.
Overt behavior, only the person is seen easily lends itself to theory
building, prediction, and managing.
Covert behavior, only person who is doing the behavior can really
observe it such as tightening of muscles, drying of the mouth, or feelings of
fear or love.
4. Behavior may be learned but not performed
5. Behavior may be appropriate or inappropriate
6. Behavior may be unlearned.
Some learned behaviors simply do not help students study, interact
with
their classmates, or ask creative questions. You will want to help students
unlearn some of their behaviors.
A Learning Skill Hierarchy

Robert Gagné has ordered classroom learning into a hierarchy of six skill
levels, from simple to complex. The simplest kind of learning serves as a
prerequisite for the next higher learner process.
1. Response chains
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These are motor and verbal chains that consist of a sequence of
behavioral responses acquired as units.
In a chain, the stimulus serves to cue the response (such as green-go;
boy-girl; and black-white). Students generally master these very simple
chains before they start school.
2. Discriminations
Our operating definition of discrimination is a sequence of behaviors in
Which a student tells whether two or more stimuli are the same or different.
Motor or verbal chains are prerequisites to the extended chains of
discrimination. Usually, physical discrimination (such as comparing different
colors or hearing different tones) is learned by late first grade.
3. Concrete concepts
Students have learned a concrete concept when they can identify an
Object as having a particular characteristic in common with other objects.
Concrete concepts may have attributes (round, flat) or position (above,
Below, left, right) properties which can be checked with a pencil, grasped, or
pointed at by the student.
Discrimination, the perquisite skill, requires a student to identify or to
discriminate a particular object from others. Concrete concepts may vary in
property or position (for e.g. GM and BMW cars), but they belong to the same
concept – car.
4. Defined concepts
Students learn a defined concepts when they can demonstrate the
Meaning of an object because they involved verbal definitions, defined
concepts depend upon verbal associations or links and upon discriminations.
The prerequisite levels of learning must be mastered before a person
can assign a meaning to an event (party, emergency), a relationship (uncle as
“my father’s brother), or objects, a defined concept requires more skill than
simply rattling off a long verbal chain without meaning.
5. Rules or principles
A rule or principle has been learned when a student can consistently
apply
a relationship among two or more concepts. For example, a student can learn
evaporate, water, and heat as three separate concepts. The relationship
among these three concepts can be stated as “heated water evaporation.”
Other principles or rules can be found in grammar, math, and ports and
every other field. Rules and principles emphasize the why the student “puts
together” concepts.
6. Problem solving or higher – order rules

Student engages in problem, solving when they put together two or
more rules with very little help or learning guidance. For example, one of your
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uniquely gifted students may be able to open your car door with a coat hanger
(once you have locked your key inside).
Problem solving is the highest level of hierarchy and requires the
student to master many prerequisite skills.
A classroom teacher, you will strive to promote problem solving among
your students.
Selected Teacher Characteristics
1. Warmth
Being “warm” or demonstrating warm behavior is very important for
any teacher at any grade level (Rosen shine, 1970). We can shift with grade
levels (for example, bending down to talk in elementary school, smiling or
talking informally with older students). We believe that it will be important for
you master this set of skills.
2. Enthusiasm
Enthusiasm must be approached cautiously. You will want to enjoy
students. To accept student challenges, to tr5ansmit positive expectations,
and to use gestures and voice shifts (Rosen shine & Fursty, 1973) within
some limits.
3. Justice
Justice is an old idea but it is sometimes not sufficiently practiced in
classrooms. You will have a few rules. Treat your students fairly and
consistently. Be so just that your class knows you do not wake the sleeping
dragon.
4. Patience
Please be aware that all your students will not be working at the same
level of mastery. Keep cool in showing your students that you are patient,
explain rules often, discussing possible alternative ideas and interpretations.
5. Well Organized
Rosen shine and First (1973) emphasize the need for skill cluster. We
agree, you will want to master objective writing, using advanced organizers
and transitional comments between learning tasks, and offering alternative
instructional strategies.
Without these skills, we believe, you will be so distracting that students
will look for your mistakes rather than attending to what you have to offer.
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6. Knowledgeable
The well-planned use of filmstrips, movies, alternative texts, and a bit
of peer tutoring can help students fill in the gaps.
7. Reinforcing
Each child and each subject area involves it own set of better
reinforces. You have your own “best” set of reinforces those that are
comfortable for you.
A Teaching Model for all Students
1. Get to know your students

Observe them, interview them, and talk to them as people. Accept
what they bring to your classroom and respect their individuality. You can
make your classroom an equal opportunity class.
2. Help the student to set the pace of learning

Instead of saying “This is due by tomorrow noon,” you might say: “How
long shall we plan for you to spend on this activity?” in this manner, each
student can learn to set realistic goals and to plan strategies for meeting
them. You can see how this plan can be useful to students who work at both
fast and slow rates.
3. Give the student choices

Allow some self-scheduling of activities. Students can make decisions
on what to do, how to do it, when, where, with whom, and even whether or
not to do it all of course, judicious teacher monitoring is suggested for all
contract agreements.
4. Use direct experience

Engage al students in “hands on” experiences.
5. Use peer instruction

As students take on the teacher role, they develop increased
interpersonal skills and empathy for both the role of the teacher and the
problems of the learner.
6. Give changes for leadership

Decision-making skills lead to increased self-confidence and a sense
of personal control.
7. Use under cutting to insure success

Start below the student’s present level of performance in order to
insure success, mastery, and confidence. Then move up the ladder of
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difficulty, but drop back occasionally. Frequently, students who learn at a fast
rate are pushed and pressured too hard to excel at all times.
8. Help students to learn how they learn
9. Use pupil feedback
10. Use reinforcement frequently

Develop schedules and reinforcement menus that are appropriate for
each student. Even accelerated students who appear to be good at
everything need encouragement, attention, and opportunities for pleasurable
activities.
11. Encourage divergent thinking

Every day, plan a “what if” that will challenge all your students. What if
there were no colors? What if everyone were boys and there were no girls?
12. Use reviews meaningfully

They can incorporate this learning into games, activities, projects, and
publications.
13. Move from the familiar to the unfamiliar

Interview your students, find out about their backgrounds, interests,
and experiences. Draw these facts into the learning situations.
14. Invoke the interest/ difficulty principle

Keep interest lever high for all and adjust difficulty to skill level.
15. Model the behaviour you want your students to use.
Ways to Demonstrate Interest to the Students
Here are some suggestions to start your own collection of positive techniques:
1. Greet your students by name as they enter your classroom.

2. Stop to chat with them in the hallway, in the cafeteria, at recess, before class.
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3. Make a point of initiation conversations.
4. Monitor and modify your tone and body language to convey openness and
friendly concern.
5. Show your interest and give complete attention when your students are
talking to you.
6. Express care, concern, and empathy.
7. Smile and show a sense of humour.
8. Take a student interest inventory at the beginning of the year to learn about
your students’ favourite activities.
9. Bring up non-academic topics of mutual interest.
10. Share appropriate personal interests and experiences.
11. Call a student after a bad day to discuss how you might have a better day
tomorrow.
12. Call a student after a good day and compliment her on her success.
13. Send get-well notes, or call home if a student is sick.
14. Write positive notes to the student and his parents.
15. Attend school activities: plays, dances, athletics events. Don’t forget to
mention a student’s accomplishments the next day as you greet her at the
door.
16. Recognize and offer supportive feedback for a student’s strengths and
achievements, both academic and non-academic.
17. Help other to see the student’s positive side. Write positive notes to parents.
Mention a student’s achievement to one of his other teachers. Help a student
if he is in trouble with the school’s administration.
Teacher’s Role and Responsibilities
1. Plans and implements daily activities base on the over-all curriculum for 10
months.
2. Submits reports
3. Attend seminars, workshops, retreat, teachers’ evaluation and other activities
geared toward teachers’ development and enrichment.
4. Structures room and prepares materials for different learners.
5. Guides learners’ activities in games or play format.
6. Scouts and make arrangement for fieldtrip.
7. Schedule special learning activities.
8. Checks class attendance and contacts home when a child is sick or absent
from school.
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9. Calls parents conferences to gain better understanding for each child.
10. Establishes a wholesome parent-teacher involvement by way of conference,
follow-ups, and phones.
11. Reports to parents the progress that happens to child.
12. Punctuality in coming to school and staying to school until the last child has
been picked-up by the authorize person.
13. Regular updating such as books, toys, bulletin boards, teaching boards, and
posters.
14. Monitors the stays of the children.
15. Assisting the occasional cards.
16. Prepare communication reports.
What does today’s Students Need?
1. Students need to know your behavioural expectations.

2. Students need to be taught responsible behaviour.
3. Students need limits.
4. Students need positive recognition.
General Classroom Rule for Different Grade Level
Grade K – 3
 Follow directions
 Keep hands, feet and objects to yourself
 Do not leave the room without permission.
 Use appropriate school language; no teasing or put-downs
Grade 4 – 6
 Keep hands, feet and objects to yourself
 No swearing or teasing
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 No yelling or screaming
Grade 7 – 12
 Keep hands to yourself
 No swearing, teasing or put-downs
 Be in your seat when the bell rings.
Each of the rules above is observable, and each is a behavioural expectation that
can be in effect at all times.
Getting Support from Parents and Administrators
First step to obtaining support
1. Share your classroom discipline plan with parents and your

administrators.
2. When a problem arises, take steps to deal with it on your own before
asking for help.
3. Document a student’s behaviour and the steps you have taken to
handle it.
Getting Support from Parents when a Problem Arises
1. Contact parents at the first sigh of a problem.

2. Plan what you will say before you speak to a parent
- points you will want to cover:
a. begin with a statement of concern
b. describe the specific problem and present pertinent documentation
c. describe what you have done
d. get parental input on the problem
e. get parental input on how to solve the problem
f. tell the parent what you will do to help the problem
g. explain what you need the parent to do to solve the problem
h. let the parent know you are confident that the problem can be
Worked out
i. tell the parent that there will be follow-up contact from you
j. recap the conference
Getting Support from your Administrator
1. Reload positive behaviour.

2. Counsel with the parent or student.
3. Institute in school suspension.
4. Request that parents of disruptive students come to the school.
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Supportive Feedback
Benefits of supportive feedback
1. Encourages students to continue appropriate behaviour.

2. Increases a student’s self-esteem.
3. Reduces problem behaviours.
4. Helps improve relationships with students.
Individual Supportive feedback
1. Verbal recognition
2. Send positive notes and place positive phone calls
3. Distribute awards for good behaviour
4. Assign special privileges
5. Offer tangible rewards
EXCELLENT TEACHER’S CREED
1. Know Yourself
 Know your calling
 Know your goals and objectives
 Language ability
 Talents and knowledge
 Teaching gifts
 Attitude to discipline
 Opportunities for self-development
2. Know your Church/School’s Philosophy, Vision, Mission and Goals
 Know your church/school’s objectives

 Know your responsibilities and privileges
 Know your superior, administrators, and pastors
3. Know your Students/Constituents
 Know their names and their backgrounds (family, education and

spiritual)
 Know their abilities
 Know their interests
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 Know their needs and problems
 Know their spiritual life and Christian living
4. Know your Materials, Resources/Contents

 Know your Bible
 Know your textbooks and curriculum
 Know your human resources
5. Know your God

 Existence of God
 Attributes of God
 Names of God
 The Trinity of God
 Decrees of God
CHRISTIAN EDUCATION AND WHAT IS ALL ABOUT
The Christian Education or teaching ministry of the church was stated by

Jesus himself in Matthew 28:18-20 “All power is given unto me in heaven and in
earth. Go ye therefore, and teach all nations, baptizing them in the name of the
father, and of the son, and of the Holy Ghost teaching them to observe all things
whatsoever I have commanded you and lo I am with you always, even unto the end
of the world.”
Meaning of Christian Education
 Christian education is the Christ-cantered, Bible-based, learner-related

process of communicating God’s written word through the power of the Holy
Spirit, for the purpose of leading learners to Christ and building them up in
Christ.
 Christian education is the process whereby an individual is ministered to. The
process is strikingly outlined in 2 Timothy 3:15-17
o The person in his unbelief is brought to know the Holy Scripture.
o The process continues as the newly-born Christian is instructed by
doctrine, reproof, correction, instruction in righteousness.
o These make him wise unto salvation through faith which is in Christ
Jesus.
o The expected goal is the man who is perfect well-prepared, complete,
perfectly fit, thoroughly furnished unto all good works.
 Christian education is also a means whereby the entire program of the church
is provided with the essential personnel for the work, preparing persons
possessing the essential knowledge, understanding and skill for the
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ministries. Since God is carrying out His plans through his people, they must
be trained and equipped to function in their plan of the body of Christ.
The Aim if Christian Education
All that is done in Christian education has the one final aim of perfecting the
man of God in character and conduct until he is like Christ (2 Timothy 3:17). It
was for achieving this end that the word of God was given “for doctrine, for
reproof, for correction, for instruction in righteousness.”
 Once this aim is achieved, the next aim is to have the learner make a
complete surrender of himself to Christ as Lord. To be saved from sin is
one thing; to be saved from the power of sin is another thing.
 Another specific aim of Christian education is to build each learner up in
the Christian life. Born of the Spirit, the learner needs both the written
Word and the living Word that he may grow. To become perfect, the new
life and in all human relations.
 Another aim of Christian education is to bring those taught to an
understanding of and an appreciation of God’s gracious purpose for his
children. The more abundant life concerning which Jesus taught is the
wonderful theme of Christian education.
 Christian education aims to train in worship to develop proper attitudes of
soul toward God. It cultivates reverence praise, love, gratitude and faith. It
requires that learners have opportunity to worship. It instructs, stimulates
and guides in the forming of daily habits of reading the Bible and
communing with God.
 Christian education trains for witnessing. The new-born persons who are
growing in Christ toward perfection are part of host in whose soul the
kingdom of God began. They live for and work in the interest of this
kingdom which is always coming but which has not fully arrived – a
kingdom which is both in time and beyond time.
The Scope of Christian Education
The education program in the church has many years included the pulpit and
the Sunday school only. These are important foundations in the Christian education
program of mist churches. But there are significant educational agencies beyond
these.
One even two hours on Sunday could not begin to provide learners a
balanced program that enlisted their whole being. Especially since the church could
no longer depend upon the home to provide spiritual nurture, it began to multiply
agencies to try to provide instruction, worship, expression and fellowship for each
74
age level. It tried to take advantage of all the opportunities for additional hours in the
week and during the summer months. Among these agencies are the weekdays
Bible classes, the church-sponsored general education, the children’s church, that
vacation Bible school, camping and conferences.
Leaders must analyse each of these agencies to make sure that each one
carries its own weight, that each is performing a distinct function not fulfilled
elsewhere, that the need for it is still present. Leaders also need to ask, “Are the
agencies working together each appreciating and aiding the others?”
What Makes Us Moral?

MORAL DILEMMA
The sinking lifeboat

You are adrift in a life raft after your cruise ship has sunk. There are too many
survivors for the life rafts, and yours is dangerously overloaded. The raft is certain to
sink, and even with life vests on, all the passengers are sure to die because of the
frigid temperature of the water. One person on the boat is awake and alert but
gravely ill and will not survive the journey no matter what. Throwing that person
overboard would prevent the raft from sinking. Could you be the one who tosses the
person out?
I could throw a survival overboard

YES NO
The crying baby

Its wartime and you’re hiding in a basement with your baby and a group of other
people. Enemy soldiers are outside and will be drawn to any sound. If you’re found,
you will all be killed immediately. Your baby starts to cry loudly and cannot be
stopped. Smothering him to death is the only way to silence him and save the lives
of everyone in the room. Could you do so? Assume the baby is not yours, the
75
parents are unknown and there will be no penalty for killing him. Could you be the
one who smothers this baby if no one else would?
Your baby someone else’s baby

YES YES
NO NO
The Effects of Computer Assisted Instruction in Teaching and Learning in

Primary Education
Computer-assisted instruction offers teachers and students another avenue to

learn the required academic material. Educational computer programs are available
online, at computer stores or through textbook companies. Stick with programs that
are user-friendly and hold your students’ attention. Make sure the programs are at
the correct grade level. Decide if you want the computer program to supplement
your lesson, practice basic skills or assist in teaching a new concept and make sure
it does just that.
Student Benefits
Computer-assisted instruction provides differentiated lessons for varied level

of learning, including students with disabilities and gifted students. Students are able
to work at their own pace while receiving instant feedback which enables them to
self-correct before moving into the next skill. If a student answers incorrectly, the
computer programs will provide instructions to assist the student in correcting their
work. The programs are interactive and students can work individually or in groups.
This allows them to compete with their individual scores or the score of the students
within their group. Students also gain valuable computer skills which will continue to
benefit them throughout life.
Teacher Benefits
Teachers are better able to track their student’s strengths and weaknesses
through computer-assisted learning. Computer program can enhance the lessons
and allow teachers to pick different levels of a program or different programs
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altogether for a students who may be behind or students who are advanced. When
students are learning and actively involved with learning, teachers will have less
behaviour problems in the classroom which n turn sets up a cycle for more learning
to take place. Computer-assisted learning benefits teachers by allowing them to
work with small groups of children in a particular skill while the other students in the
class are working on their computer program. The nature of the program allows the
students to work independently; minimizing distraction to the teacher while she
works with the other students.
Disadvantages
Computer programs can evaluate students’ progress on many levels although

it is the teacher’s responsibility to make sure students development critical thinking
skills which are essential to solve problems encountered throughout life. Too much
time spent learning through computer programs can also reduce time students
spend interacting with each other and their teacher. This can result n less time for
learning appropriate social skills. Computer-assisted learning can be a great asset to
the classroom and curriculum as long as they are not overused. Too much of any
mode of teaching can lead to boredom and frustration in the students. Use good
judgment and find computer programs that enhance the learning process.
WEBSITES FOR COMPUTER AIDED MATERIALS
www.starfall.com
www.education.com
www.softschools.com
www.tlsbooks.com
www.samutsamot.wordpress.com
www.kidslearningstation.com
www.elcivics.com
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Lesson 1: NOUN George got our hits.
It is a naming word. It is a label Noun markers, however, do not

for people, things, or ideas. always tell that the noun is coming
immediately.
Know the clues that help us recognize
Nouns. Can you tell which words
following the markers are nouns in the
Complete lists of Noun Marker following sentences?
Articles: a, an, the A good hit won the game.

Ship the new sinks quickly.
Possessive Pronoun: my, your, his, That cheap perfume smells terrible.
her We took a short walk.
Pointing Pronoun: this, that, these, Activity 1

those
Discover the thirty nouns in the
In each of the following following sentences by looking for the
sentences, a different noun marker noun markers that introduce them.
tells us that the word hit is used as a Circle the nouns and underline the
noun. nouns markers.
1. The bankers made an
A hit won the game. investment.
His hit won the game. 2. A sailor received the shipment.
That hit won the game. 3. The teacher had an argument.
Her hit won the game. 4. The sailor was known for his
My hit won the game. meanness and dullness.
Their hit won the game. 5. The auditor checked the
George got those hits. payments.
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6. Our relatives are coming for a 20. Friendly
visit this week.
7. My uncle is a comedian.
8. His hair frequently sticks out Lesson 2: VERB
like the spokes on a wheel.
9. The lady next to him is his wife. It tells us “where the action is” in a
10. Those suitcases in our hallway sentence.
are their luggage. Know the clues that help us
11. Are your relatives as odd as recognize verbs.
mine? The most basic difference between
12. Their cat will bring it’s kittens a noun and a verb is that verbs “tell
along. time”.
13. An idea has just occurred to There is something built into the
her. verb that answers questions like:
14. She will use our den for her
nursery. “Is this going on now?”
“Did this already happen?”
Activity 2 “is this going to happen?”
Make nouns (or new nouns) of the From just looking at the verb, can
following words by adding one of these you label each of the following
endings: -er, -or, -ment, or –ness. statements “now,” “past,” or “future”?
1. Enjoy 1. Lindbergh crossed the Atlantic.

2. Sweet 2. The moon circles the earth.
3. Lend 3. The train will leave on time.
4. Heat 4. Jim sprained his ankle.
5. Govern 5. My brother loves milk.
6. Resent
7. Cold Helping Verbs
8. Play Forms of be: am, is, are, was, and
9. Calm were
10. Agree Forms of have: have, has, and had
11. Buy Modal Auxiliaries: will, would, shall,
12. Sell should, can, could, may, might, must
13. Content Examples:
14. False Men have visited the moon.
15. Jewel The witness will testify in the
16. Make afternoon.
17. Treat One fool can spoil a party.
18. Sail The tenants had barricaded their door.
19. Ride Her father is circulating a petition.
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7. Hester should have been doing
Activity 1: her homework.
Underline the verb in each 8. I will be seeing her in August.
sentence by looking for the verb 9. Kate has been flying her kite all
markers as your indicators. day.
10. You must have been reading
1. Your food can reveal things that book all afternoon.
about your personality.
2. Doctors have tested their Activity 3:
patients. Make verbs out of the following
3. They are discovering interesting words by adding to them either –ize or
things. –fy.
4. For example, patients under
stress will eat eggs. 1. False 11. Penal
5. These patients had disliked 2. Ideal 12. Simple
eggs before. 3. Real 13. Just
6. People may overeat in times of 4. Tender 14.
worry. Personal
7. Some persons simply must raid 5. Beauty 15. Brutal
the refrigerator. 6. Critic 16. Energy
8. Usually, they are worrying about 7. Capital 17. Glory
their problems. 8. Natural 18. Liquid
9. Worriers may go overboard on 9. Class 19. Idol
health foods. 10. Legal 20. Vital
10. Hearty eaters were enjoying
good mental health. Lesson 3: Adjectives
Activity 2: It is a word that we often find

In the sentences, underline the next door to a noun.
main verb and circle two or three
auxiliary verbs. Examples:
N. M. Adj Noun
1. I should be leaving soon. A beautiful woman.
2. The campers could have This rare wind.
cleaned the site better. Our simple solution.
3. Someone has been stirring my My favorite program.
porridge. A cheap meal.
4. We are being eaten by flies. An old car.
5. Those men must have taken my
coat. Know the clues that help us
6. Henry could have caught cold. recognize adjectives.
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1. Intensifiers – it tells us that adjective Your idea is the best that I have ever
is coming up. They help us step up (or heard.
in some other way change) the degree
of adjective. I have a bad cold.
My cold is worse than yours.
Examples: This is the worst cold I’ve ever had.
A very funny story Joe has little interest in basketball.

A rather quiet evening Bill has even less interest.
A quite simple solution Fred is the least interested of all.
A more dangerous assignment
The most competent candidate Karen drove far.
A fairly successful attempt Jane drove even farther.
An extremely contagious disease Sally drove the farthest of all.
2. The endings –er or –est to show 3. Special endings like –able, -ible,
degree. -ful, and, -less help us make new
adjectives from other words.
Examples:
Examples:
Ken is calm.
Ken is calmer than Richard. (Heart) He was a heartless monster.
Ken is the calmest boy I know. (Break) Every in the box was
breakable.
Her story is true. (Hope) We are in a hopeful/less
Her story is truer than her sisters. situation.
Her story is the truest of them all.
(Cheer) Truly is the most cheerful/less
girl in the class.
Beans are cheap. (Pain) A visit to the dentist can be
Beans are cheaper than meat.
painful.
Beans were the cheapest food we
could buy.
Activity 1
But with some adjectives, we Discover the twenty adjectives in
change the whole words. following sentences by looking for the
adjective markers that introduce them.
Examples: Circle the adjective words.
Your idea is good. 1. Our parks are the most

Your idea is better that anyone else’s. spectacular in the world.
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2. The view from a rim of the (contempt) He was a __________ liar.
Grand Canyon is quite (wonder) It was a _____________ trip.
breathtaking.
(digest) We had an easily _____ meal.
3. A walk into the canyon is rather
breathtaking in a very different (use) We located a _______ hammer.
sense. ((fear) Judson is a _____ quarterback.
4. The grad is extremely steep.
(reason) The principal is a _____ man.
5. On a very hot day, water is a
necessity. (sorrow) The truant was ___________.
6. Even on a fairly cool day, the (health) The hike was ____________.
more intelligent climbers will
(like) Rufus is a ______________ cat.
prepare themselves.
7. The most strenuous climb of (work) The plan is ______________.
course is the climb up. (punish) The crime was _________ by
8. Most climbers are quite happy death.
to be on rather level ground
again. (sense) It was a ___________ murder.
9. Most roads to our parks are (remark) That speech was _________.
very good, but some are rather
bumpy.
10. The road to Baxter State park in
Maine can be really frightful.
11. Stones shoot at you from the
roads extremely rocky surface. Activity 2b
12. The roads in Acadia National
park – one of the most unusual 1. Fright
parks in the country- are quite
2. Profit
good.
13. T5he road to Mount Cadillac is 3. Use
extremely scenic and more 4. Read
gradual than one might expect.
5. Expression
14. It may be quite foggy at the top,
however. 6. Care
7. Truth
Activity 2a
8. Drink
Make adjectives out of the following
words by adding to them one of the 9. Work
following endings: -able, -ible, -less, or 10. Doubt
–ful. 11. Success
(wash) Her new blouse is _________. 12. Time
(depend) Their service is very ______. 13. Return
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14. Play 1. Answer the questions: when?
15. Spite where? And how?
16. Rest
When?
17. Life
It is raining now.
18. Meaning
Sign the petition immediately.
19. Consider
Clarence sometimes forgets his own
20. Dispose
name.
Where?
It is raining outside.
The Goodman’s are going out.
Mr. Carson gets her checks sent there.
The cat has run away to the hills.
How?
It is raining heavily.
Suddenly he got up from the table.
Some foods must be cooked slowly.
Lesson 4: Adverbs Helen dresses beautifully.
The word adverb means “with

2. The adverb-making ending –ly.
the verb.” Adverb often appears next
door to the verb, “just as adjectives
Examples:
often appear “next door to” a noun.
Recent –ly
Examples: Doubtful –ly
Quiet –ly
Mrs. Berger always leaves promptly.
Thankful –ly
Jim has never stopped there before.
Childish –ly
The girl ran awaysuddenly.
Threatening –ly
The cloak slowly struck twice.
Desperate –ly
Know the clues that help us recognize Grave –ly

adverbs.
83
Note the slight adjustments in spelling 1. Lucy often got the right
that are sometimes necessary when answers.
we add the –ly ending.
2. Don throws a curve ball well.
Examples: 3. Sarah missed class frequently.
Happy Happily 4. The defendant answered the
Lazy Lazily questions willingly.
Sensible Sensibly 5. Jim always drives his call fast.
Probable Probably 6. He seldom made a mistake.
True Truly 7. Our best player has never hit a
Helpful Helpfully home run.
8. Suddenly he went outside.
3. Discover how adverbs can 9. Jane sometimes treats her
move around in a sentence.
friends badly.
Many sentence parts are locked into 10. The police were looking
one definite spot in the sentence. everywhere.
Adverbs can shift their place more
11. We were slowly pushing the car
freely than other kinds of words.
forward.
In how many different places can you 12. The city reluctantly cancelled
put the adverbs in each of the the meeting.
following sentences?
13. They are going away soon.
(suddenly) Tom ran out of the house. 14. The children went inside early.
(painfully) He pulled himself up the
cliff. Activity 2:
Make as many adverbs of the
(quickly) She hid the note in her purse. following words as you can by adding
(finally) His shovel struck a hard the ending –ly to them. Be sure that
object. you spell the adverbs correctly. If yo
cannot make an adverb out of a word,
(immediately) He phoned the police.
write NO.
Activity 1: 1. Rapid
Circle the twenty adverbs in the
2. Frank
following sentences. Check to see if
the word answers the questions when, 3. House
where, or how. 4. Simple
5. Harsh
84
6. Usual Pronouns are words that can the place
7. Lifeless of a noun. We use them as short cut
words when we know who or what is
8. Instant
being talked about. I, you, he, she, it,
9. Regular we, and they are pronouns that can
10. Loose replace a noun as the subject of a
sentence.
11. Walk]
12. Intense Examples:
13. Team He exists.
They play.
14. Girl
It shrinks.
15. Rest
16. Care 2. A complete verb by itself can
17. Free make up the whole predicate.
The verb may be a single word
18. Superb or it may have one or more
19. Easy auxiliaries that help make up
20. Sweet the complete verb.
Examples:
Monkeys chatter.
The lion had roared.
The bears were sleeping.
The seals could have barked.
SENTENCE PATTERNS
3. The frame can stand by itself,
but we can also attach optional
Lesson 5: S – V: What is
additional parts by inserting the
happening?
noun or by having adverb go
with the verb.
1. The subject is typically a noun
alone, or with a noun marker.
Examples:
The subject may be singular or
The ship finally sank.
plural.
Angry people shout.
My clever brother quickly hid inside.
Examples:
The postman always rings twice.
God exists.
His rich Aunt suddenly died.
Children play.
The imperturbable butler smiled icily.
The Hyena laughed.
Our gallant detective had blundered
My friends approved.
again.
This material shrinks.
85
Helpful hint: The boy grabbed a cat.
In the great majority of English The students demanded a vacation.
sentences, the subject comes before
the verb. The position before the verb 1. Sentences are built upon an
is “subject territory”. What is wrong actor – action – goal model or
with the following sentences? receiver.
Examples: Actor Action Receiver

Her tooth pulled the dentist. The waves pounded the shore.
The daisy picked the girl. One bomb levelled the city.
The pancake ate the boy. The sheriff arrested the impostors.
Mother was baking a cake.
Activity 1: Beethoven wrote symphonies.
The sentences follow the basic rules of
English grammar, but they do not 2. Sentence is typically a noun or
make sense. The wrong subjects go a pronoun. Note that the object
with the wrong predicates. Using the names a person, place, or thing
subjects that you have in each case, different from that named by the
select a better predicate from one of subjects:
the other sentences.
Examples:
1. Mother purrs almost constantly. Subject Verb Object
2. The store was marking The dog bit the man.
ferociously. Our family visited the capitol.
3. The weed is baking now. The horse ate an apple.
4. Their house may have been The object pronouns are the following:
stealing. me, you, her, him, it, us, and them.
5. The car will close early today. (You and it do double duty as subject
6. Our telephone was running pronouns.)
around wildly.
7. The child is growing Examples:
everywhere. The audience liked it.
8. The criminal burned down My sisters hasted me.
quickly. Our teachers persecuted us.
9. My dog rings frequently. Her grandmother invited her.
10. His cat is stalling again.
3. Sentences have been
expanded by the additions of
Lesson 6: S – V – O: What is the optional parts. An adjective or
target? an adverb.
Examples: Examples:
86
Proud Indians once roamed our plains. Lesson 7: S – LV – N: What is your
Young Indians early rode horses. label?
They proudly hunted small game.
Great Chiefs had united hostile tribes. Study the pairs of sentences below
Councils gravely discussed strategy. what makes them different.
Their women chatted mournful songs.
His brother hit a policeman.
Activity 1: His brother was a policeman.
Identify if the sentence is a S-V or S-V-
O. Remember that the object answers My father met my friend.
the questions whom? or what? after My father is my friend.
the verb.
It does not answer the questions The hunter shot the rabbit.
when? where? or how? His favorite pet was a rabbit.
1. Originally the earth lacked men. My sister met a pilot.

2. Only Mulungu lived. My sister is a pilot.
3. Many beasts surrounded their
god. 1. Sentences are built upon an
4. They were living very happily. item – linker – label model.
5. A chameleon found a human
pair.
6. The animal had never seen
these creatures.
7. The chameleon reported his Examples:
discovery. Item Linker Label
8. Mulungu waited patiently. This animal is a zebra.
9. His animals watched the This monkey is a baboon.
newcomers. These birds are parakeets.
10. The men made fires. This specimen may be a coyote.
11. Soon the bush was blazing. Those apes were gorillas.
12. The animals fled away.
13. The men set clever traps. 2. As with the other patterns,
14. The hunters killed animals. various optional parts may be
15. Mulungu left this earth. added to the basic frame. An
16. A little spider assisted him. adjective ad /or an adverb is
17. The spider spun a fragile web. added.
18. It led heavenwards.
19. Mulungu sadly climbed it. Can you still see the basic frame?
20. He left mankind below. (Identify each added parts.)
87
1. Chanukah has always been a 10. The animals have been waiting
favorite Jewish holiday. patiently.
2. The original Chanukah was a
11. A policeman is directing traffic
religious ceremony.
3. The Maccabees were famous downtown.
Jewish rebels. 12. Wonder drugs may produce
4. The pagan Assyrians had long
remarkable cures.
been powerful overloads.
5. Their goal was religious 13. The first page has mysteriously
conversion. disappeared.
6. The result was a bloody
14. The building had been a
rebellion.
7. The holy temple was a warehouse.
shambles. 15. His brothers are good athletes.
8. The original ceremony was a 16. We have been looking
solemn rededication.
everywhere.
Activity 1: 17. The champion sprinter was
Identify if the sentences S-V, S- constantly breaking records.
V-O, or S-LV-N.
18. The old man had been their
1. Frieda will be on our new chief suspect.
secretary. 19. Prices were gradually rising.
2. The singer was entertaining 20. Their aim was complete
3. Our farmer home was a freedom.
cooperative apartment. Lesson 8: S – LV – Adj: How would
you describe it?
4. They are going away now.
5. The girl was an excellent artist. What is the difference between the
6. His grandfather had been a statements in each of the following
general. pairs?
7. The squad demolished the This ape is a gorilla.

bridge. Gorillas are huge.
8. True happiness should be our
Mr. Greene is the manager.
goal.
The manager is new.
9. The lecturer rarely spoke
plainly. This flower is an orchid.
Orchids are beautiful.
88
1. Sentences are built on a The butter tastes rancid.
label – linker – description The flowers smell sweet.
model.
Activity 1:
Label Linker Description
Identify each sentences if the pattern
Gorillas are huge.
The manager is new. is
Orchids are beautiful. S-V, S-V-O, S-LV-N or S-LV-Adj.
2. As with the other patterns,

various optional parts may be 1. The man looked up angrily.
added. An adjective or an 2. Our dog looks happy now.
adverb.
3. The soldiers sounded the alarm
Can you find all the added parts in the too late.
following sentences? Can you still see 4. Justice should be impartial.
the basic frame? 5. The wealthy old man
disinherited his sons.
1. Folktales are usually very
6. Experience is the best teacher.
straightforward.
7. Their conversation sounded
2. The monsters always sound
silly.
very gruesome.
8. The fat boy tasted the cookies.
3. The wicked witches are
9. Her cookies always taste good.
extremely ugly.
10. The machine must be working
4. The innocent princess naturally
well now.
looks very beautiful.
11. My father has always been a
5. Bad kings are extremely cruel.
democrat.
6. Fortunately the ending is
12. You should have been holding
usually happy.
my hand.
13. Their party was a failure.
3. Sentences use linking verbs that
14. The problem seems insoluble.
show what we do with our five senses.
15. His speech was a great
success.
Examples:
The shirt looks winkled. 16. The crowd suddenly pushed
Her voice sounds shrill. forward.
The edges feel rough.
89
17. That kind old lady could be my Can you see the basic frame in each
grandmother. of the following sentences? Can you
identify the added parts?
18. Honesty is its own reward.
19. The show closed quite
1. My father always gave his
suddenly.
children long lectures.
20. The children looked sleepy.
2. My brother promised his fiancée
a luxurious life.
Lesson 9: S – V – IO – O: What is
3. Mother firmly holds us the grim
your destination?
facts.
What makes the pair of sentences 4. My aunt reluctantly granted her
different? unhappy husband a divorce.
5. My carefree uncle left his family
He bought flowers.
He bought his mother flowers. numerous debts.
The boy mailed the letter. Activity 1:

The boy mailed us the letter. Identify each sentences if the pattern
is
We sold the house. S-V, S-V-O, S-LV-N, S-LV-Adj, S-V-IO-
We sold our friends the house. O.
1. Hunger stalked the tribe.

2. The wind was always blowing
1. Sentences are built on an
actor – action – destination – fiercely.
object model. 3. The choppy waters bothered
the fishermen.
Actor Action Destination Object
Sue sent my father a pipe. 4. The favorite food was eels.
Rob offered mother his seat. 5. The chief gave his youngest
Dad bought junior a paddle. son a hard task.
2. As with the other patterns, 6. The young warrior must calm

various optional parts may be the winds.
added. An adjective or an 7. The son travelled far.
adverb.
8. He finally saw a large bird.
9. The bird was the storm-king.
90
10. He was flapping his wings The doctor will see me.
ceaselessly. Will the doctor see me?
11. His wings created the storms.

Joe is sending us a package.
12. The young Indian broke the Is Joe sending us a package?
huge wings.
Maria could have been an actress.
13. His exploit gave the tribe hope.
Could Maria have been an actress?
14. Now the sea became very calm.
15. Scum covered the water 2. If there is no auxiliary, we insert
do, does, or did into the
everywhere.
sentence. Then we shift this
16. The eels again escaped their “substitute auxiliary” to the
pursuers. beginning of the sentence.
17. The young Indian brought the Examples:
The horse seems healthy.
storm-king medicine. The horse does seem healthy.
18. His wings soon flapped again. Does the horse seem healthy?
19. The winds now were moderate.
The trains run on Sundays.
20. The fishermen were successful.
The trains do run on Sundays.
Do the trains run on Sundays?
The earth shook.

The earth did shake.
Did the earth shake?
3. If there are no auxiliaries and

the verb is a form of be, we
Lesson 10: Yes – or – No Questions simply shift the verb to the
beginning of the sentence.
The driver has told the boys.
Has the driver told the boys? Examples:
I am you r captain.
The food is ready. Am I your captain?
Is the food ready?
The scouts were always alert.
1. If one or more auxiliaries are Were the scouts always alert?
part of the verb, we shift the first
auxiliary to the beginning of the Activity 1:
sentence. 1. The batter had watched the
Examples: pitcher.
91
2. The passengers boarded the 10. The sun was sinking slowly.
airplane. 11. The dog looks very sick.
3. He thinks about her constantly. 12. He should have parked his car
4. Your father was repairing the outside.
roof. 13. The flowers were beautiful.
5. The police officer should have 14. She makes good cupcakes.
arrested the suspect. 15. Her brother told her the news.
6. George’s family bought a new 16. They expect a great crowd
car. tonight.
7. The judge gave the boys a 17. The reviewer liked the novel.
second chance. 18. We lost the bet.
8. He will close the store early 19. They were always good friends.
tonight. 20. Her story was interesting.
9. The student finished his
homework.
Long Tongue Twisters from A to Z And a good cook could cook cuckoos
all the time,
A. Abe and Babe will grab a grub from How many cuckoos could a good cook
Greg. cook
Will Abe and Babe grab a grub from
Greg? If a good cook could cook cuckoos?
If Abe and Babe will grab a grub from
Greg, D. A maid with a duster
Where's the grub from Greg Abe and Made a furious bluster
Babe will grab? Dusting a bust in the hall.
When the bust it was dusted
B. I bought a bit of baking powder and The bust it was busted,
baked a batch of biscuits. I brought a The bust it was dust, that's all
big basket of biscuits back to the
bakery and baked a basket of big
biscuits. Then I took the big basket of
biscuits and the basket of big biscuits E. Did you eever iver ever in
and mixed the big biscuits with the your leaf loaf life
basket of biscuits that was next to the See the deevil divil devil
big basket and put a bunch of biscuits kiss his weef wofe wife?
from the basket into a biscuit mixer No, I neever niver never in
and brought the basket of biscuits and my leaf loaf life
the box of mixed biscuits and the Saw the deevil divil devil
biscuit mixer to the bakery-and opened kiss his weef wofe wife.
a can of sardines.
F. A fly and a flea in a flue
C. If a good cook could cook cuckoos Were imprisoned, so what could they
so fine do?
92
Said the fly, "Let us flee!" "Let us fly!" poses of roses As Moses supposes
said the flea. his toeses to be.
And they flew through the flaw in the
flue. N. I need not your needles, They're
Said the flea to the fly as he flew needless to me,
through the flue, For the needing of needles Is
"There's a flaw in the floor of the flue" needless, you see.
Said the fly to the flea as he flew But did my neat trousers But need to
through the flue, be kneed,
"A flaw in the floor of the flue doesn't I then should have need Of your
bother me. needles indeed.
Does it bother you?" O. "Under the mother otter," uttered
G. Good gunsmoke, bad gunsmoke. the other otter.
Good gunsmoke, bad gunsmoke. P. Pop bottles pop-bottles in pop
Good gunsmoke, bad gunsmoke. shops;
H. Harry Hunt hunts heavy hairy The pop-bottles Pop bottles poor Pop
hares. drops.
Does Harry Hunt hunt heavy hairy When Pop drops pop-bottles, pop-
hares? bottlesplop;
If Harry Hunt hunts heavy hairy hares, When pop-bottles topple, Pop mops
Where are the heavy hairy hares Harry slop.
Hunt hunts? Q. The queen coined quick clipped
I. Ike ships ice chips in ice chips ships. quips.
J. A gentle judge judges justly. R. Raise Ruth's red roof. Raise Ruth's
red roof. Raise Ruth's red roof.
K. Nutty Knott was not in.

Nutty Knott was out S. Does this shop stock shot silk
Knotting knots in netting. shorts?
Nutty Knott was out, If she stops at the shop where I stop,
But lots of knots And if she shops at the shop where I
Were in Nutty Knott's knotty netting. shop,
Then I shan't stop to shop at the shop
L. Lesser leather never weathered Where she stops to shop.
lesser wetter weather.
T. He says that a two twice-twisted
M. Moses supposes his toeses are twine twisted twice twists twice as tight
roses; But Moses supposes as a one once-twisted twine twisted
erroneously; For nobody's toeses are twice.
93
But I say that a two twice-twisted twine Y. Yellow leather, yellow
twisted twice does not twist as tight as feather. Yellow leather, yellow feather.
a one once-twisted twine twisted twice. Yellow leather, yellow feather.
U. Unique New York. Unique New Z. Zizzi's zippy zipper zips.

York. Unique New York.
V. Valuable valley villas. Valuable

valley villas. Valuable valley villas.
W. If a warmly warbling warbler

warbles to another warmly warbling
warbler, which warmly warbling
warbler warbles warmest?
X. Xerxes Xenon expected to xerox

extra x-rays.
94
95
96

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1

Assessment and Guidance ------------------------------------------------ 42

Name of School ………………………………………………………………

TITLE: Identify and Comparing Short and Long Objects

SCHOOL CALENDAR 20___ - 20____

PUT YOUR SCHOOL LOGO AND NAME

*NURSERY – CLASS SCHEDULE

broken linesTracing slanting

ACTIVITIES POETRYMUSIC &TELLINGSTORY GROUP GAMESCRAFTSARTS

Monday Kamusta Ka Gawain sa Klase

Tuesday Magligpit Dramatic Play Color DominoshapesDressing of

Wednesday Paa, Tuhod Ang Mabuting Do’s and Don’tsshapesDressing of

The Past and Future

Foundations of Early Childhood Education

 Renaissance and Reformation – brought a new universal view of education.

 Thomas Aquinas – Italian philosopher believed that thinking should agree

 John Locke – popularized tabula rasa(blank tablet) view of children. Believed

 Jean Jacques Rouseau – advocate a return to nature and an approach to

 Friedrich Wilhelm Froebel - father of ECE/kindergarten. For him, the

 Maria Montessori – first female Italian doctor – worked with mentally

 John Dewey – father of progressivism. He believed that children be involved

 Jean Piaget – concluded that children’s thinking is not wrong but is

 Abraham Maslow – identified self-actualization or self-fulfilment as the

 Erik Erikson – developed the theory of psychosocial development where

 Howard Gardner – developed the theory of multiple intelligences w here

 Horace Mann – father of public education in the US.

 Rudolf Steiner – Australian philosopher, use of natural materials.

 Margaret and Rachel Mcmillan – American educators. Importance of home

Standards for the Organization and Operation of Preschool

The Department of Education, recognizing the need and importance of

However, in the many so-called preschools that attempted to accommodate

Philosophy and Goals:

With this knowledge about children, preschool should provide a safe

Universal Declaration of the Rights of the Child

The Constitution of the Philippines

Batas Pambansa Blg. 232 (The Education Act of 1982)

Elementary education refers to the first stage of compulsory, formal.

Child and Youth Welfare Code: (presidential Decree 60)

Putting Up a Preschool in the Philippines

How to set up a preschool?

Putting up a preschool requires capital, research, planning, development and

1. Decide type of facility

2. Determine the need in the area

3. Follow structure requirements

4. Get proper registration requirements and documents

5. Qualifications of operator, teachers and staff.

1. The curriculum is continuously evolving.

A program must adapt its educational activities and services to meet

2. The curriculum is based on the needs of the people.

3. The curriculum is democratically conceived.

4. The curriculum is the result of long-term effort.

5. The curriculum is a complex of details.

6. The curriculum provides for the logical sequence of subject matter.

Classes and activities should be planned so as to achieve an orderly

7. The curriculum complements and cooperates with other programs in the

The administrator of the program ought to familiarize himself with

8. The curriculum has educational quality.

9. The curriculum has administrative flexibility.

SCHOOL CALENDAR 20_ - 20__