Lesson 1 MC ECE 103

DAHLIA R. CRISTOBAL
INSTRUCTOR
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POLICIES FOR THE SUBJECT:

1. ATTENDANCE TO CLASSES- attendance to online classes is graded

2. ACADEMIC HONESTY – students must observe academic integrity at all times be it

in assignments, projects, quiz and major exams

3. SUBMISSION OF OUTPUTS- all outputs will be sent in the google classroom

4. CONSULTATION HOURS- weekdays ( 7:30am – 5:00pm)

Instructor’s Contact information:

CP Number: 09389583312

Email Address: crisdyoung @gmail.com

Messenger: Dahlia Cristobal

Course Outcomes: At the end of the course, the students should be able to
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KNOWLEDGE SKILLS ATTITUDE
1. demonstrate an 1. conduct a play 1. deepen their
understanding of the activity for early sensitivity to self and to
importance of play and childhood learners the young learners;
developmentally practices within the nearby 2. discover and deepen
in early childhood community; understanding on the
education; 2. conduct a play –based important roles they
2. demonstrate the principles play as one of the
learning on any
of teaching play in in early “significant others” in
lessons which are
childhood education; the life of a child;
developmentally
3. explain and evaluate 3. develop and
different theories that appropriate for the appreciation of the play
support the importance of early childhood in K-3 education.
play and developmentally learners;
appropriate practices in
early childhood education;
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▪ Lesson Objectives:

1. Explain the what is ECCD

2. Discuss the importance of play

3. Discuss the history of play

4. Discuss the principles of child development

and learning which indicates DAP
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What is ECCD
-Early Childhood Care and Development

a) Early Childhood Care and

Development (ECCD) System refers to the full range
of health, nutrition, early education and social
services programs that provide for the basic holistic
needs of young children from birth to age six (6), to
promote their optimum growth and development.
(Republic Act 8980: Early Childhood Care and Development Act)
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Republic Act 8980: Early Childhood

Care and Development Act

An Act promulgating a comprehensive

policy and a national system for Early
Childhood Care and Development,
providing funds therefore and for other
purposes
Section
z 3. Objectives. – The objectives of the National ECCD
System are:

(a) To achieve improved infant and child survival rates by

ensuring that adequate health and nutrition programs are
accessible to young children and their mothers from the
pre-natal period throughout the early childhood years;
(b) To enhance the physical, social, emotional, cognitive,
psychological, spiritual and language development of
young children;
(c) To enhance the role of parents and other caregivers as
the primary caregivers and educators of their children
from birth onwards;
(d) Toz facilitate a smooth transition from care and
education provided at home to community or school-based
setting and to primary school;

(e) To enhance the capabilities of service providers and

their supervisors to comply with quality standards for
various ECCD programs;

(f) To enhance and sustain the efforts of communities to

promote ECCD programs and ensure that special support
is provided for poor and disadvantaged communities;
(g) Toz ensure that young children are adequately
prepared for the formal learning system and that both
public and private schools are responsive to the
developmental needs of these children;
(h) To establish an efficient system for early
identification, prevention, referral and intervention
for developmental disorders and disabilities in early
childhood; and
(i) To improve the quality standards of public and
private ECCD programs through, but not limited to, a
registration and credential system for ECCD service
providers.
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Section 4. Definitions. – For purposes

of this Act:
(a)Early Childhood Care and Development
(ECCD) System refers to the full range of
health, nutrition, early education and social
services programs that provide for the basic
holistic needs of young children from birth to
age six (6), to promote their optimum growth
and development. These programs include:
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(1) Center-based programs, such as the day

care service established under Republic Act No.
6972, public and private pre-schools,
kindergarten or school-based programs,
community or church-based early childhood
education programs initiated by non-
government organizations or people’s
organizations, workplace-related child care and
education programs, child-minding centers,
health centers and stations; and
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(2) Home-based programs, such as the

neighborhood-based play groups, family day
care programs, parent education and home
visiting programs
(b) ECCD
z Service Providers include the various
professionals, paraprofessionals, and volunteer
caregivers who are directly responsible for the care
and education of young children through the
various center and home-based programs. They
include, but are not limited to, day care workers,
teachers, teacher-aides, rural health midwives,
social workers, community health workers,
barangay nutrition scholars, parent effectiveness
service volunteers, child development workers, and
family day care providers.
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(c) ECCD Curriculum refers to the age-appropriate
and developmentally appropriate educational
objectives, program of activities, organized learning
experiences and recommended learning materials
for children that are implemented by service
providers through center and home-based
programs. It shall consist of national program goals
and guidelines, instructional objectives, and
content outlines integrating local learning
experiences and indigenous learning materials.
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(d) Parent Education refers to the various formal

and alternative means of providing parents with
information, skills, and support systems to assist
them in their roles as their children’s primary
caregivers and educators. These include public and
private parent education programs linked to center,
home and media-based child care and education
programs.
Whatz is ECCD Council
▪ The Early Childhood Care and Development (ECCD)
Council is a government agency mandated by
Republic Act 10410, or the Early Years Act of 2013,
to act as the primary agency supporting the
government’s ECCD programs that covers health,
nutrition, early education, and social services for
children ages 0-4 years. It is responsible in
developing policies and programs, providing
technical assistance and support to ECCD service
providers, and monitoring ECCD service benefits
and outcomes.
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DOH
Department of Health

DepEd
Department of Education
DSWD
Department of Social
Welfare and Development

NNC ULAP
National Nutrition Council Union of the Local
Authorities of the
Philippines

ECCD
Chairperson
The Importance
z of Play in Early Childhood

• Play is an essential aspect of the development; key

skills including social, behavioral, language, and
cognitive are all experienced through play opportunities

• Play creates a zone of proximal development in a child.

• When children are given opportunities to play, the child

improves in every developmental aspect (Berk, 1994).
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Children learn safety, respect for property,

self-care (such as hand washing) and learning
everyday routines.

Play also helps young children build active,

healthy bodies and lifestyles.
• strengthened
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mental abilities,
• improved memory,
• promotes language and storytelling skills.
• expand the vocabulary.
• allows children an opportunity to reason through seemingly
impossible situations, which enhances their problem
solving skills
• allows them to gain confidence in their decision-making
skills.

All of these benefits combined have proven to lead to higher

test scores compared to children who did not participate in
make believe play experiences (Berk, 1994).
History
z of Play
• In ancient Greece, adults treat children with gentleness
and affection during play (Sarcho & Spodek, 1995).

• Early Europeans seemed to have less interest in

children during play.

• During the Renaissance that adults could not separate

the difference between their own activities and those
of their children. During this time, children were
expected to work in the fields and homes along side
their parents
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For example, boys learned to hunt alongside their

fathers and girls learned skills from their mothers
such as needlework, art, music and household skills
(Saracho & Spodek, 1995).
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Defining Play
• Play should be personally motivating by the satisfaction
embedded in the chosen activity. Play is motivating and free
of expectations
• Play should occur with familiar objects or if objects are
new or unfamiliar, players shall be given an opportunity to
explore new unfamiliar objects.
• Play requires active engagement from all players (Saracho
& Spodek, 1998, p. 3-4). Play should be an experience,
which brings joy to the individuals.
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The National Association for the

Education of Young Children
(NAEYC), the largest early
childhood association in the
world, wrote a position statement
titled Developmentally
Appropriate Practice in Early
Childhood Programs (Copple &
Bredekamp, 2009).
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Principles of Developmentally Appropriate Practice
in Early Childhood Programs:

1.Play is important

2. Active learning is important

3. Domains are related and influence each other

4. Learning follows well-documented sequences, becoming

more complex over time

5. Development is variable

6. Social and cultural contexts influence learning

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7. Biological maturation and the environment interact

8. Practice advances development

9. Development occurs in the context of secure,

consistent relationships

10. Experiences shape future dispositions and

behaviors

11. Early experiences are critical

Principle
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▪ The environment is the backdrop to play , supplying content , and meaning”(

Cosco & Moore ,1999)
▪ Play is the highest expression of human development in childhood for it alone is
the free of expression of what is in the child’s soul”- Frederic Wilhelm Froebel
( the Father of Kindergarten)
Play isz universally known as a right of children ( UN
Convention on the Rights of the Child, 1989)

IMAGE SOURCE: https://ipaworld.org/childs-right-to-play/uncrc-article-31/un-convention-on-the-rights-of-the-child-1/

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- Play allows
children to
practice
cultural roles
and try out
new roles IMAGE SOURCE: Let the Children Play, It's Good for Them! | Science| Smithsonian MagazineLet
the Children Play, It's Good for ...
smithsonianmag.com
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“During play , children not
only explore and reproduce
cultural roles and
expectations of gender, race,
and class, but also test and
resist these cultural
conventions as they set up
and break down boundaries
in their play groups” IMAGE SOURCE: Stories from Nepal | UNICEF NepalStories from
Nepal | UNICEF Nepal
unicef.org
( Wolhwend, 2005)
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Through play, children

learn the rules for social
interaction, build social
competence, and
practice self-regulation.
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▪ Play allows children
to “construct
meaning from
emotionally
challenging
experiences” IMAGE SOURCE: My kids love building blocks. Here's why experts say playing with them
is crucial | Sophie Brickman | The GuardianMy kids love building blocks. Here's ...

(Haight, Black, theguardian.com

Ostler, & Sheridan,

2006, p. 210).
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▪ Play can help to

alleviate stress
(Hirsch-Pasek,
Golinkoff, Berk,
& Singer, 2009).
▪ Play inz a rich environment also
provides the vehicle for optimal
cognitive development (Hirsch-
Pasek et al., 2009).

▪ During play, children actively

participate in an integrated
activity, often solving complex
dilemmas. Because the players
control the action and the play
script, the play is at the child’s
ideal developmental level
(Johnson et al., 2005).
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Play also encourages flexibility in
thinking and risk taking (Sluss,
2005).