Republic of the Philippines

Philippine Normal University

The National Center for Teacher Education
Mindanao
The Multicultural Education Hub
Prosperidad, Agusan del Sur

Name: Mariefe Deloso Yr./Section: BECED III

Course Professor: Dr. Bernadette A. Pastolero
Subject: 2S-ECED03 – Management & Leadership in Early Childhood

I - FLA 1

Direction: Search in the internet and identify the goals and objectives of program for
infant/toddler, preschool, kindergarten and primary school. Formulate one objective and plan
3 activities that lead to its achievement.

Preschool Program

Objective: To provide age-appropriate activities that encourage curiosity and use of the five
senses.

Activities that lead to its achievement:

1. Sound Match

This game helps in honing their listening skills. It teaches children the importance of
staying quiet while developing problem-solving and negotiation skills.
For this game, you will need several plastic eggs in different colors. Fill random items
such as rice, beans, paper clips, beads, bells, etc., into two eggs each. Now, children
have to pick each egg up, shake it, and determine the type of sound coming from it.
They have to place it near the egg having the same sound.

2. Senses sorting

All you need is a muffin tin, a strip of paper in each cup naming the sensory organ, its
function, and a few objects to sort. Then, the children examine each object and put them
in the corresponding cups. For example, they can put a whistle into the “hearing” cup,
a feather into the “touching” cup, and so on.
 3. Texture collage
Get a large sheet of paper. For the collage, find as many items of different textures as
you can around your home. You can choose different fabrics, leaves, feathers, beads of
different textures, fur, and even pieces of wood or metal. Apply some glue on the paper
and stick these items together to create a beautiful collage. Once it is complete,
encourage your children to close their eyes and run their fingers on each texture.

II – Think About It

Direction: Elaborate the various local and international standards for quality early childhood
program.

Standard 1: Relationships

The program promotes positive relationships among all children and adults. It encourages each
child’s sense of individual worth and belonging as part of a community and fosters each child’s
ability contribute as a responsible community member.

Warm, sensitive, and responsive relationships help children feel secure. The safe and secure
environments built by positive relationships help children thrive physically, benefit from
learning experiences, and cooperate and get along with others.

What to look for in a program:

• Children and adults feel welcome when they visit the program. Teachers help new
children adjust to the program environment and make friends with other children.
• Teaching staff engage in warm, friendly conversations with the children and encourage
and recognize children’s work and accomplishments.
• Children are encouraged to play and work together.
• Teachers help children resolve conflicts by identifying feelings, describing problems,
and trying alternative solutions. Teaching staff never physically punish children.

Standard 2: Curriculum

The program implements a curriculum that is consistent with its goals for children and
promotes learning and development in each of the following areas: social, emotional, physical,
language, and cognitive.
A well-planned written curriculum provides a guide for teachers and administrators. It helps
them work together and balance different activities and approaches to maximize children’s
learning and development. The curriculum includes goals for the content that children are
learning, planned activities linked to these goals, daily schedules and routines, and materials to
be used.

NAEYC and the NAEYC Accreditation system do not prescribe a specific curriculum;
programs can design their own or choose a commercially available curriculum that meets
NAEYC’s guidelines.

What to look for in a program:

• Ask about the program’s curriculum and how it addresses all aspects of child
development. The curriculum should not focus on just one area of development.
• Children are given opportunities to learn and develop through exploration and play,
and teachers have opportunities to work with individual children and small groups
on specific skills.
• Materials and equipment spark children’s interest and encourage them to experiment
and learn.
• Activities are designed to help children get better at reasoning, solving problems,
getting along with others, using language, and developing other skills.
• Infants and toddlers play with toys and art materials that “do something” based on
children’s actions, such as jack-in-the-box, cups that fit inside one another, and
playdough.

Standard 3: Teaching

The program uses developmentally, culturally, and linguistically appropriate and effective
teaching approaches that enhance each child’s learning and development in the context of the
curriculum goals.

Children have different learning styles, needs, capacities, interests, and backgrounds. By
recognizing these differences and using instructional approaches that are appropriate for each
child, teachers and staff help all children learn.

What to look for in a program:

• Teachers carefully supervise all children.

• Teachers provide time each day for indoor and outdoor activities (weather permitting)
and organize time and space so that children have opportunities to work or play
individually and in groups.
• Children’s recent work (for example, art and emergent writing) is displayed in the
classroom to help children reflect on and extend their learning.
 • Teachers modify strategies and materials to respond to the needs and interests of
individual children, engaging each child and enhancing learning.

Standard 4: Assessment of Child Progress

The program is informed by ongoing systematic, formal, and informal assessment approaches
to provide information on children’s learning and development. These assessments occur
within the context of reciprocal communications with families and with sensitivity to the
cultural contexts in which children develop.

Assessment results benefit children by informing sound decisions, teaching, and program
improvement.

Assessments help teachers plan appropriately challenging curriculum and tailor instruction that
responds to each child’s strengths and needs. Assessments can also help teachers identify
children with disabilities and ensuring that they receive needed services.

What to look for in a program:

• The program supports children’s learning using a variety of assessment methods, such
as observations, checklists, and rating scales.
• Assessment methods are appropriate for each child’s age and level of development and
encompass all areas of development, including math, science, and other cognitive
skills; language; social-emotional; and physical.
• Teachers use assessment methods and information to design goals for individual
children and monitor their progress, as well as to improve the program and its
teaching strategies.
• Families receive information about their child’s development and learning on a regular
basis, including through meetings or conferences.

Standard 5: Health

The program promotes the nutrition and health of children and protects children and staff from
illness and injury. Children must be healthy and safe in order to learn and grow. Programs must
be healthy and safe to support children’s healthy development.

What to look for in a program:

• Teaching staff have training in pediatric first aid.

• Infants are placed on their backs to sleep.
• The program has policies regarding regular hand washing and routinely cleans and
sanitizes all surfaces in the facility.
• There is a clear plan for responding to illness, including how to decide whether a child
needs to go home and how families will be notified.
• Snacks and meals are nutritious, and food is prepared and stored safely.
Standard 6: Staff Competencies, Preparation and Support

The program employs and supports a teaching staff with the educational qualifications,
knowledge, and professional commitment necessary to promote children’s learning and
development and to support families’ diverse needs and interests.

Teachers who have specific preparation, knowledge, and skills in child development and early
childhood education are more likely to provide positive interactions, richer language
experiences, and quality learning environments.

What to look for in a program:

• Teaching staff have educational qualifications and specialized knowledge about young
children and early childhood development. Ask, for example, how many teachers
have Child Development Associate (CDA) credentials, associate’s degrees, or higher
degrees.
• The program makes provisions for ongoing staff development, including orientations
for new staff and opportunities for continuing education.
• Teaching staff have training in the program’s curriculum and work as a teaching team.

Standard 7: Families

The program establishes and maintains collaborative relationships with each child’s family to
foster children’s development in all settings. These relationships are sensitive to family
composition, language, and culture. To support children’s optimal learning and development,
programs need to establish relationships with families based on mutual trust and respect,
involve families in their children’s educational growth, and encourage families to fully
participate in the program.

What to look for in a program:

• All families are welcome and encouraged to be involved in all aspects of the program.
• Teachers and staff talk with families about their family structure and their views on
childrearing and use that information to adapt the curriculum and teaching methods
to the families served.
• The program uses a variety of strategies to communicate with families, including
family conferences, new family orientations, and individual conversations.
• Program information—including policies and operating procedures—is provided in a
language that families can understand.

Standard 8: Community Relationships

The program establishes relationships with and uses the resources of the children’s
communities to support the achievement of program goals. Relationships with agencies and
institutions in the community can help a program achieve its goals and connect families with
resources that support children’s healthy development and learning.

What to look for in a program:

• The program connects with and uses museums, parks, libraries, zoos, and other
resources in the community.
• Representatives from community programs, such as musical performers and local
artists, are invited to share their interests and talents with the children.
• The staff develop professional relationships with community agencies and
organizations that further the program’s capacity to meet the needs and interests of
children and families.

Standard 9: Physical Environment

The program has a safe and healthful environment that provides appropriate and well-
maintained indoor and outdoor physical environments. The environment includes facilities,
equipment, and materials to facilitate child and staff learning and development.

An organized, properly equipped, and well-maintained program environment facilitates the

learning, comfort, health, and safety of the children and adults who use the program.

What to look for in a program:

• The facility is designed so that staff can supervise all children by sight and sound.
• The program has necessary furnishings, such as hand-washing sinks, child-size chairs
and tables, and cots, cribs, beds, or sleeping pads.
• A variety of materials and equipment appropriate for children’s ages, skills and
abilities is available and kept clean, safe, and in good repair.
• Outdoor play areas have fences or natural barriers that prevent access to streets and
other hazards.
• First-aid kits, fire extinguishers, fire alarms, and other safety equipment are installed
and available.

Standard 10: Leadership and Management

The program effectively implements policies, procedures, and systems that support stable staff
and strong personnel, and fiscal, and program management so all children, families, and staff
have high-quality experiences.

Effective management and operations, knowledgeable leaders, and sensible policies and
procedures are essential to building a quality program and maintaining the quality over time.
What to look for in a program:

• The program administrator has the necessary educational qualifications, including a

degree from a four-year college and specialized courses in early childhood education,
child development, or related fields.
• The program is licensed and/or regulated by the applicable state agency.
• The program’s written policies and procedures are shared with families and address
issues such as the program’s philosophy and curriculum goals, policies on guidance
and discipline, and health and safety procedures.
• Appropriate group sizes and ratios of teaching staff to children are maintained (for
example, infants—no more than 8 children in a group, with 2 teaching staff;
toddlers—no more than 12 children in a group, with 2 teaching staff; and 4-year-
olds—no more than 20 children in a group, with 2 teaching staff).

III. Formative Test

Direction: Read and answer the following questions carefully.

1. List three things to consider in choosing a site for a school.

• Safety and Health

Safety and health are undoubtedly the most important consideration in the selection
process. In regard to this, the committee should be familiar with any existing health and
safety codes in the state, region or country. In all, the potential site should not be near
any airport, high tension transmission lines, railroads, busy motorways, high pressure
natural gas and water pipe lines, noisy places like markets and industrial establishments,
facilities with hazardous air emissions and places with bad odor, toxic substances and
other health hazards.

• Size
The sufficiency of the potential site for the proposed programme and buildings,
including the outdoor and recreational activities, is also a critical consideration. The
site should also have scope for expansion in order to accommodate future programmes
and possible increases in school enrolment. The size of a suitable site should be
determined solely by the nature of the present and anticipated future programmes and
this size should be met with the initial site acquisition. This is necessary in order to
avoid early obsolescence of the buildings and also to ensure that expansion of the school
facilities will not be obstructed by the buildings and other structures that may be
constructed close to the school by members of the community.
• Location and Accessibility
These are other important considerations in school site selection especially in regard to
schools for young children. The school on a potential site should be easy to be reached
by all children. Children must not descend valleys, walk through a stream or climb
some hills before reaching their school for obvious reasons. The site location should
not be a difficult terrain like a hill, a valley or swampy place. The limitations imposed
on the educational programme by such locations are obvious. The adequacy of the
potential site will be enhanced if it is located where water sewers and other utilities can
be provided easily. Other location considerations are equally important. The potential
site should be located and developed in proper relationship with the existing and
proposed physical facilities, such as libraries, parks roads and hospitals among others
in the community.

2. Which department or agency is responsible for licensing a school?

The Department of Education (DepEd) is responsible for licensing a school that also
formulates, implements, and coordinates policies, plans, programs and projects in the
areas of formal and non-formal basic education. It supervises all elementary and
secondary education institutions, including alternative learning systems, both public
and private; and provides for the establishment and maintenance of a complete,
adequate, and integrated system of basic education relevant to the goals of national
development

3. When a legal advice recommended for setting up the organizational structure of the
school?

The legal advice recommended for setting up the organizational structure of the school
is when it has already licensed because the main reason to license and/or obtain
accreditation for a school is to legitimize the education the students received. This
makes it easier so they can further their pursuit of knowledge, obtain a relevant job,
demonstrate to a future employer that they meet the standards in the global arena, etc.

4. When is the time for opening a new school?

The time for opening a new school is when it has already passed by the meticulous
planning, has a fastidious preparation such as having already the school organizational
structure, having a reliable experience and a conscientious commitment towards the
school vision.

5. What are the specific by-laws for opening a school based on the Manual of Regulation
for private and public school?

Section 4: Fundamental State Policies on Education. The following are the fundamental
state policies relevant to private schools in basic education:
1. Education For All (EFA). The State shall protect and promote the right of all citizens
to quality education at all levels and shall take appropriate steps to make such education
accessible to all.

2. Complete Adequate and Integrated System of Education. The State shall establish,
maintain and support a complete, adequate and integrated system of education relevant
to the needs of the people and society.

3. Scholarship Grants, Student Loan Programs, Subsidies. The State shall establish and
maintain a system of scholarship grants, student loan programs, subsidies and other
incentives which shall be available to deserving students in both public and private
schools especially to the underprivileged.

4. Alternative Learning Systems. The State shall encourage non-formal, informal, and
indigenous learning systems as well as selflearning, independent, and out-of-school
study programs particularly those that respond to community needs. The State shall
provide adult citizens the disabled and out-of-school youth with training in civics,
vocational efficiency and other skills.

5. Constitution as Part of Curricula. All educational institutions shall include the study of
the Constitution as part of the curricula.

6. Inculcating Patriotism, Nationalism and Other Values. Educational institutions shall

inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciations of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline, encourage critical and creative
thinking, broaden scientific and technological knowledge and promote vocational
efficiency.

7. Complementary Roles of Public and Private Institutions in the Educational System. The
State recognizes the complementary roles of public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all
educational institutions.

8. Ownership of Schools. All private schools other than those established by religious
groups and mission boards, shall be owned solely by citizens of the Philippines or
corporations or associations at least sixty per centum of the capital of which is owned
by such citizens.
9. Control and Administration of Schools. The control and administration of educational
institutions shall be vested in citizens of the Philippines.

10. Establishment of Schools for Aliens and Composition of Aliens in Enrollment. No

educational institution shall be established exclusively for aliens and no group of aliens
shall comprise more than one third of the enrollment in any school. Said prohibitions
do not apply to schools established for foreign diplomatic personnel and their
dependents and, unless otherwise provided by law, for other foreign temporary
residents.

11. Exemption from Taxes and Duties. All revenues and assets of non-stock, non-profit
educational institutions used actually, directly and exclusively for educational purposes
shall be exempt from taxes and duties. Likewise, subject to conditions prescribed by
law, all grants, endorsements, donations or contributions used actually, directly and
exclusively for educational purposes shall be exempt from tax.
Proprietary educational institutions, including those cooperatively owned, may likewise
be entitled to such exemptions, subject to the limitations provided by law, including
restrictions on dividends and provisions for reinvestment.

12. Educational Policies and Programs. The State shall take into account regional and
sectoral needs and conditions and shall encourage local planning in the development of
educational policies and programs.

13. Academic Freedom. Academic freedom shall be enjoyed in all institutions of higher
learning.

14. Right to Choose a Profession. Every citizen has a right to select a profession or course
of study, subject to fair, reasonable and equitable admission and academic
requirements.

15. Right of Teachers to Professional Advancement. The State shall enhance the right of
teachers to professional advancement. Non-teaching academic and non-academic
personnel shall enjoy the protection of the State.

16. Highest Budgetary Priority. The State shall assign the highest budgetary priority to
education and ensure that teaching will attract and retain its rightful share of the best
available talents through adequate remuneration and other means of job satisfaction and
fulfillment.