Republic of the Philippines

Region XI
Commission on Higher Education
SANTO TOMAS COLLEGE OF AGRICULTURE, SCIENCES AND TECHNOLOGY
Feeder Road 4, Brgy. Tibal-Og, Santo Tomas, Davao del Norte, 8112, Philippines
COURSE SYLLABUS IN (ECE 19) – Management of Early Childhood Education Programs

BACHELOR OF EARLY CHILDHOOD EDUCATION

PROGRAM PHILOSOPHY
The program philosophy emphasizes play-based learning and hands-on experiences that recognizes
children as active thinkers who learn by building on their existing knowledge and learn by exploring
The Santo Tomas College of Agriculture, Sciences and Technology (STCAST) is a
premier local institution in Southeast Asia. their environment. Through purposeful play, this encourages children to make choices, fostering
MISSION creativity and problem-solving skills. Empower children to make individual decisions, building their
1. Infuse wholesome values (Core Values) to the teaching and non-teaching staff of STCAST
2. Equip graduates with knowledge, skills and attitudes towards global competitiveness confidence and independence.
VALUES
EFFICIENCY, EXCELLENCE, PERSEVERANCE, HUMANENESS, INTEGRITY GOALS
This program aims to educate individuals to be competent early childhood practitioners working with
INSTITUTIONAL GOALS
The Santo Tomas College of Agriculture, Sciences and Technology commits to: children from 0-8 years old in various early childhood settings (home, community, school and
1. Provide a quality, industry-needed and tailor-fit educational program workplace). It is aligned with the National Early Learning framework (NELF), the National
2. Espousing an Educational and cultural excellence
3. Instituting sufficient human and financial resources and compliant facilities Competency-Based Teacher Standards (NCBTS 2017), and the first key stage which is the K to 3.
4. Institutionalizing research culture across disciplines
5. Establish collaboration among stakeholders and members where respect, values, support
are paramount
6. Implement programs for community improvement and development.

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 PROGRAM EDUCATIONAL OBJECTIVES (PEO)
Graduates of the Bachelor of Early Childhood Education program will demonstrate the following within three to five years
after graduation:
POE A Demonstrated knowledge and understanding of the principles, theories, and best practices of early childhood education, and the ability to apply them in planning and
implementing developmentally appropriate learning experiences for young children in a variety of settings.
POE B Competence in designing , implementing and evaluating appropriate assessment strategies to identify and respond to the diverse learning needs of young children
and their families, including those with special needs and from diverse cultural backgrounds.
POE C Demonstrated ability to work effectively with families, colleagues and other professionals to support the growth and development of young children, and to advocate
for the needs and rights of children and their families in a variety of contexts.
POE D Demonstrated ability to use technology to enhance teaching and learning in early childhood education , and to stay current with new developments and innovations
in the field.
POE E Commitment to lifelong learning, professional development , and engagement in the community, including participation in professional organizations and activities
that promote the growth and development of young children and their families.

PROGRAM OUTCOMES (PO) Performance Indicators

Upon completion of the program, the program Bachelor of Early Childhood Education graduates will be able to:
PO a Demonstrate high level of content and pedagogical knowledge  Apply high level of content and pedagogical knowledge in
the early childhood learning environment
 Utilize pedagogical approaches that are learner-centered,
innovative, inclusive and developmentally appropriate for
young learners.
PO b Demonstrate appreciation for diversity  Design, implement and evaluate a developmentally
appropriate Early Childhood curriculum in different context
 Apply child development concepts and principles to
appropriately respond to the needs of diverse leamers
 Develop instructional materials that are culturally relevant
and developmentally appropriate for young learners
 Adapt or modify existing strategies that address the unique
needs of young learners
PO c Manifest collaborative skills  Build collaborative relationship between and among
internal and external stakeholders
 Demonstrate understanding and appreciation of the
contributions of other disciplines to Early Childhood
Education;
PO d Demonstrate innovative thinking  Design learning opportunities that promote innovative
thinking
 Create and use instructional materials that encourage
innovative thinking
 Integrate appropriate technology in designing curriculum
and learning environment that manifest innovative thinking
PO e Apply critical and problem-solving skills  Design, implement and evaluate a curriculum that

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 demonstrate critical and problem-solving skills
 Design and implement assessment tools that apply critical
and problem solving skills
 Utilize pedagogical approaches that are learner-centered
innovative, and engage the learners in critical and problem
solving skills
PO f Advocate for children's rights, equity, community. nationalism, and democratic ideas.  Practice the ethical and professional standards of the Early
Childhood Practitioner
 Promote positive values and respect for dignity of
individuals
PO g Pursue lifelong learning  Practice lifelong learning skills

Course Outcomes (CO) POs aligned to:

At the end of the course, the students should be able to:
CO 1 Demonstrate proficiency in the fundamentals and implementation of organizational and managerial aspects within early PO a and PO d
childhood education programs.
CO 2 Utilize organizational and managerial abilities in the context of early childhood by engaging in observations and PO b and PO e
simulated scenarios.
CO 3 Demonstrate comprehension and understanding with governmental regulations and protocols mandated for the PO c
management of early childhood education programs. Demonstrate recognition of pertinent laws and regulations
applicable to the teaching profession, and acquire knowledge of the duties outlined in the Code of Ethics for Professional
Teachers.
CO 4 Explain how professional reflection and learning can be utilized to improve early childhood education management. PO g
CO 5 Demonstrate an understanding of research-based knowledge and concepts of teaching and learning. PO f
CO 6 Determine learning outcomes that are congruent with learning competencies. PO g
CO 7 Demonstrate expertise in the development and delivery of relevant and responsive learning programs. PO a

Course Information

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

Course Title Experiential Learning (Field Studies and Teaching Workload of Students
Internship)
Course Description This course explains the principles and practices in
organization and management of early childhood
education programs. This course
highlights the processes of planning, organizing,
managing and evaluating of programs and facilities for
children, record keeping, budgeting, and licensing and
accreditation procedures by the Department of Education
and the Early Childhood Care and Development Council.
Course Credits 3 units
Pre-requisite None
Co-requisite None
Course/ Year BECEd / 4th Year
Semester/ Year 1st Semester / 4th Year

Faculty Information

Name: Luvie Jhun S. Gahi

E-mail Address: luviemchard@gmail.com
Contact Information: 09659316478
Office: Faculty Room
Consultation Schedule: MWF ( 4 PM – 5 PM)

***Students are advised to refer to the schedule of Academic Consultation of the subject instructor.

LEARNING EVIDENCE: As evidence of attaining the above learning outcomes, the student must do and submit the following:
LE 1 Portfolio The students will create a portfolio that is composed of the following:
 Reflection Papers
 Interview results
 Quizzes
 Report and analysis of the interview conducted

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

  Report on different types of ECE Programs
 Sample Annual Budget
 Interview report on record keeping
 Compilation laws
 Floor layout applying health and safety principles
LE 2 Poster The students will create a poster that shows the basic food groups and the recommended amounts for
preschoolers.

MEASUREMENT SYSTEM Learning Evidence (LE) to Assess: (LE will depend upon the requirement required of the course) (Rubrics)
Rubric for Portfolio

Legend: 4-Oustanding 3-Very Satisfactory 2-Fair 1-Needs Improvement

Criteria 4 3 2 1
A. Visual Appeal (20%)
1. Cover
2. Lay-out
3. Tone/mood
4. Creativity
5. Resourcefulness
6. Neatness

B. Organization (20%)
1. Order of entries
2. Readabilty of entries
3. Correctness of form (e.g., grammar)

C. Content (30%)
1. Statement of purpose
2. Completeness of entries
3. Diversity of selections

D. Reflections (30%)
1. Depth of understanding
Rubric for Poster 2. Application of ideas Making

Final Rating:
CATEGORY 4 3 2 1

Required Elements The poster includes all required All required elements are All but 1 of the required elements Several required elements were

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 elements as well as additional included on the poster. are included on the poster. missing.
information.

Labels All items of importance on the Almost all items of importance on Many items of importance on the Labels are too small to view OR
poster are clearly labeled with the poster are clearly labeled with poster are clearly labeled with no important items were labeled.
labels that can be read from at labels that can be read from at labels that can be read from at
least 3 feet away. least 3 feet away. least 3 feet away.

Graphics - All graphics are related to the All graphics are related to the All graphics relate to the topic. Graphics do not relate to the
Relevance topic and make it easier to topic and most make it easier to One or two borrowed graphics topic OR several borrowed
understand. All borrowed understand. Some borrowed have a source citation. graphics do not have a source
graphics have a source citation. graphics have a source citation. citation.

Attractiveness The poster is exceptionally The poster is attractive in terms The poster is acceptably The poster is distractingly messy
attractive in terms of design, of design, layout, and neatness. attractive though it may be a bit or very poorly designed. It is not
layout, and neatness. messy. attractive.

Grammar There are no There are 1-2 There are 3-4 There are more than 4
grammatical/mechanical mistakes grammatical/mechanical grammatical/mechanical mistakes grammatical/mechanical mistakes
on the poster. mistakes on the poster. on the poster. on the poster

OTHER REQUIREMENTS AND ASSESSMENT ACTIVITIES (AA)

Assessment Activity Description and Other Details

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 AA1 Oral Recitation Questions are being asked and aligned with the synchronous conversation to ensure that students are on the same page.
AA2 Short Quiz This is a short quiz given in the asynchronous activity aligning with synchronous discussion.
AA3 Examinations These are written examinations that are designed to test student’s understanding in every grading period.

Grading System
Article 34. For general education courses, computation of grades are as follows (based on CMO No. 30 series 2013):
a. Long Test (Examination) 40%
b. Short Test (Quizzes) 30%
c. Class Participation 20%
d. Project, Attendance, Assignments 10%
100%
Note: A faculty may modify the criteria of grading based on his/ her best lights in coordination with the concerned Program Head.
Article 35. Every subject instructor shall submit a composite two (2) days after every end of the term to the Program Head, to closely monitor the
performance and standing of the students.
Article 36. Students with failing grades are subject to the internal retention policies of a program.
Article 37. The College implements the general rule of computation of grades which are as follows:
Grading System shall be 30 based throughout the four programs.
Below is the computation:
Grade is equal to score / item multiplied by 70 plus 30. (Revised 2021)

DETAILED COURSE OUTLINE

LEARNING PLAN

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

Intended Learning Course Time Topics Teaching and Learning Assessment Task Required Reading Learning
Outcome (ILO) Outcomes Frame Activities (TLA) (AT) Evidence
Students must be able to: Week 1 I. ADMINISTRATIONS  Discussion  Quizzes, class LE 1 and LE 2
 describe the (3 hours) A. Directors Roles and participation, Click, P. M.&Karkos,
director’s Characteristics  Interviewing a and reporting. K. (2011).
management 1. Roles of Director director/directress about Administration of
roles; a. manager her daily tasks and  Output: Report Programs for Young
 describe the b. organizer responsibilities managing and Analysis of Children (Eight ed.).
leadership c. communicator the preschool the interview Delmar.
styles and d. evaluator conducted
methods; 2. Characteristics of an
Effective Director  Case Analysis Barbiere, Mario C. &
 state the Wiatr, Jane C.
B. Responsibilities  Output: Case
responsibilities (2020). Early
1. General Responsibilities Analysis report
of the director. childhood education
2. Enrollment
3. Curriculum and the student
4. Physical Plant and empowerment
Equipment program. Rowman &
5. Finances Littlefield Publishers.
6. Staff /Human Resources
7. Parent Involvement and
Education
8. Health and Safety
9. Community Relations

Students must be able to:
 describe the
characteristics
of each type of
private and
public programs
 discuss the
advantages and
disadvantages
of each type of
program
Week 2  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
(3 hours) C. Types of ECE schools and  Surfing the internet participation K. (2011).
programs (including and locating Administration of
infant-toddler, preschool, websites of at least Programs for Young
kindergarten to primary two examples of Children (Eight ed.).
school) each type of school Delmar
1. in the Philippines to be discussed Output: Report on
a. Private: for profit, different
 Visiting different Barbiere, Mario C. &
corporate, employer- types of ECE
types of ECE Wiatr, Jane C.
supported Programs
schools/centers to (2020). Early
b. Non-Profit: cooperative know about childhood education
schools, sectarian/ church- their philosophy and Output: Matrix and the student
based. objectives, showing the empowerment
c. Public/Government: program similarities, program. Rowman &
day care, National offerings/curriculum differences, and the Littlefield Publishers.
Child Development teachers and staff unique features and
Centers, DepEd  Researching on practices of
.
Schools ECE programs the researched ECE
2. Other Parts of the World in other countries. programs in
Analyzing their other countries.
similarities and
differences.
Highlighting their

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 unique
features and
practices
Students must be able to: CO 1, CO Week 3  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 discuss the 3, CO4 (3 hours) D. A New School Year or a  Discussing the participation K. (2011).
factors affecting New Year DepEd Standards Administration of
the location of for the Organization Programs for Young
the school. 1. Location and Operation of Children (Eight ed.).
 discuss the cost 2. Staff selection Preschools and Delmar
of starting a new 3. Finances analyzing its
school 4. Complying with licensing contents Barbiere, Mario C. &
 identify the requirements Wiatr, Jane C.
DepEd  Collecting parent (2020). Early
requirements a handbooks childhood education
Output: Compare
school should from several child and the student
and contrast
meet before care centers. empowerment
table showing the
beginning Comparing which program. Rowman &
essential
operation ones contain Littlefield Publishers
information from the
 identify the the essential collected
tasks that are information. parent handbooks
necessary
to begin a
 Preparing a Gantt
school year
chart of the
 develop Output: Gantt Chart
tasks for beginning
procedures to a new
facilitate school and
routine opening beginning a new
of school tasks school year
Students must be able to: CO 1, CO Week 4 II. PROGRAM  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
3, CO4 (3 hours) A. Setting Goals: Planning  Researching about participation K. (2011).
and Evaluating the goals Administration of
 tell what is 1. Philosophy and objectives of Programs for Young
meant by 2. Formulating goals programs for Children (Eight ed.).
philosophy of a Output: List of goals,
3. Implementing goals and infant/toddler, Delmar
school objectives,
objectives preschool,
 discuss how and activities
4. Evaluating outcomes kindergarten and Barbiere, Mario C. &
goals are formulated
primary school Wiatr, Jane C.
developed
 Formulating one (2020). Early
 evaluate
objective and childhood education
program goals
plan 3 activities and the student
that lead to its empowerment
achievement program. Rowman &
Littlefield Publishers
Students must be able to: CO 1, CO Week 5 B. Planning: Infant and  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
3, CO4 (3 hours) Toddlers  Visiting an infants participation K. (2011).
1. Review of and toddler Administration of
 describe the developmental programs. Taking Programs for Young
major

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 developmental characteristics and note of the Output: Observation Children (Eight ed.).
characteristics needs materials and toys notes Delmar
between birth to 2. Characteristics of a in the center about the materials
two developmentally  Interviewing a and toys in Barbiere, Mario C. &
 years appropriate program caregiver in an the visited center Wiatr, Jane C.
describe the infant/toddler (2020). Early
developmentally program. Finding childhood education
appropriate out the most difficult and the student
Output: Report on
program for and most enjoyable empowerment
the interview
infants and things about their program. Rowman &
about the most
toddlers work. Asking about Littlefield Publishers
difficult and
 state the characteristics and most enjoyable
characteristics traits that things about a
of teachers/caregivers caregiver’s work and
infant/toddler of infants and the necessary
caregivers toddlers should characteristics and
have traits that
teachers/caregivers
of infants and
toddlers should
have
Students must be able to: CO 1, CO Week 6 Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 describe the 2, CO5 (3 hours) C. Planning: The Preschool participation K. (2011).
major and Kindergarten Administration of
developmental 1. Review of Programs for Young
characteristics developmental Children (Eight ed.).
of 3-6 year-old characteristics and  Discussion Delmar
children needs  Surfing the internet Output: Plan of a
 state the 2. Characteristics of a and view different preschool
Barbiere, Mario C. &
components of developmentally preschool set-ups classroom
Wiatr, Jane C.
developmentally appropriate program  Drawing a plan of a (2020). Early
appropriate preschool childhood education
practices in an classroom applying and the student
early childhood the DAP approach empowerment
program program. Rowman &
 discuss the Littlefield Publishers
inclusion of
children with
special needs
Students must be able to: CO 1, CO Week 7  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 describe the 2, CO5 (3 hours) D. Planning: Primary School  Reflecting participation K. (2011).
development of Children experiences when Administration of
children 1. Review of one was seven and Programs for Young
between the developmental then eleven. Children (Eight ed.).
ages of 6-12 Characteristics Describing the what Delmar
 list the 2. Characteristics of a changed in oneself
components of a developmentally from 7 to 11. Barbiere, Mario C. &
developmentally appropriate program

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 appropriate  Primary school  Visiting a primary Output: Reflection Wiatr, Jane C.
program  After school and school to paper (2020). Early
for older enrichment programs observe and childhood education
children describe the and the student
learning empowerment
Output: Observation
environment program. Rowman &
notes about the
 Researching about Littlefield Publishers
learning
after school environment
/enrichment of the visited primary
programs for school
primary schoolers
Students must be able to: CO 1, CO Week 8 E. Maintaining Program Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 explain 2, CO5 (3 hours) Quality participation K. (2011).
standards of 1.Local and international Administration of
quality standards Programs for Young
- DepEd, ECCD Council, Children (Eight ed.).
NAEYC, Accrediting  Discussing the Delmar
agencies various local and
International
standards for Barbiere, Mario C. &
quality early Wiatr, Jane C.
childhood programs (2020). Early
childhood education
and the student
empowerment
program. Rowman &
Littlefield Publishers
Students must be able to: CO 1, CO Week 9 III. STAFF  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 state the 2, CO5 (3 hours) A. Staff Selection/Personnel  Examining the job participation K. (2011).
procedures for postings/announce Administration of
finding
Policies Programs for Young
ments for early
qualified staff 1. Staff qualification childhood Children (Eight ed.).
 plan the steps in 2. Staff Recruitment teaching/support Delmar
Output: Analysis
recruiting 3. Selection process staff to find out report on the
employees about qualifications examined job Barbiere, Mario C. &
 ist the kinds of and requirements postings/ Wiatr, Jane C.
information  Getting application announcements for (2020). Early
contained forms from different early childhood education
in a personnel schools. Note the Output: Collated and the student
policy statement different kinds of application empowerment
information each forms and a table program. Rowman &
asks. What does showing the Littlefield Publishers
this tell you about different kinds
the school? information
 Conducting an asked from the
interview on in forms
service early
childhood teachers

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 about the hiring
process they went
through. Find out
Output: Report on
about how they
the interview
responded to
about the in-service
challenges and
early
succeeded
childhood teachers’
experiences
during the hiring
process they
went through and
how did they
responded to the
challenges
and succeeded
MIDTERM EXAM
Students must be able to: Week  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 discuss the 10(3  Interviewing a participation K. (2011).
components of hours) directress/principal Administration of
effective B. Staff Supervision and of a Output: Matrix of Programs for Young
 list the steps of child-care/preschool strategies and Children (Eight ed.).
Training Delmar
the evaluative / kindergarten/ methods on
process 1. Supervision of staff primary school. Ask supervision,
 cite methods for 2. Evaluation of about evaluation and Barbiere, Mario C. &
staff training performance strategies and training and Wiatr, Jane C.
 discuss 3. The evaluation process methods of 1. development of (2020). Early
strategies for supervision, 2. teachers and childhood education
teacher/staff
4. Staff development evaluation staff and the student
 wellness  Orientation, mentoring, teachers and their empowerment
team teaching, college or 3. strategies program. Rowman &
and training and Littlefield Publishers
university classes, staff development
meetings, portfolio, of teachers and
workshops, role playing, staff
exchange observations,  Surf the net for
on-line courses, field trips, announcements/
postings/
professional brochures of
organizations, readings specific staff
development
activities included
in no. 4
Students must be able to: Week C. Student  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 describe the role 11(3  Conducting participation K. (2011).
Teachers/Volunteers
of the director hours) observations of Administration of
on supervising 1. Characteristics and student teachers and Programs for Young
student teachers needs of student volunteers, in action Children (Eight ed.).

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 and volunteers  Interviewing student Delmar
teachers Output: Observation
about their experiences. and Barbiere, Mario C. &
 Interviewing interview narrative Wiatr, Jane C.
volunteers about reports (2020). Early
teachers what motivate them childhood education
2. Volunteers  Interviewing and the student
principals/directress on empowerment
their strategies in program. Rowman &
engaging and Littlefield Publishers
supervising student
teachers and volunteer
Students must be able to: Week IV. MANAGEMENT  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 define a budget 12(3  Conducting an Participation K. (2011).
A. Budget
 list the major hours) interview with a Administration of
categories of 1. Development of the director about the Programs for Young
Output: sample
expenses budget annual budget of annual budget Children (Eight ed.).
 list the sources 2. Expenses the preschool and the interview Delmar
of income 3. Income narrative report
 describe the Barbiere, Mario C. &
budget process Wiatr, Jane C.
(2020). Early
childhood education
and the student
empowerment
program. Rowman &
Littlefield Publishers
Students must be able to: Week  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 differentiate 13(3  Drawing a floor lay- Participation K. (2011).
between hours) out of a school. Administration of
maintenance Observe health and Output: floor layout Programs for Young
and operation safety principles. applying Children (Eight ed.).
activities B. Maintenance, Operation,  Researching on Delmar
health and safety
 discuss the Health and Safety government and principles
components of a 1. Maintenance private organization Barbiere, Mario C. &
safe 2. Health project initiatives on Wiatr, Jane C.
environment promoting health (2020). Early
3. Safety and safety of young childhood education
children and the student
empowerment
program. Rowman &
Littlefield Publishers
Students must be able to: Week C. Food and Nutrition  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 explain why 14(3  Preparing a poster Participation K. (2011).
Services
good nutrition is hours) that shows the Administration of
important in an 1. Menu Planning basic food groups Programs for Young
early childhood 2. Food Service for and the Children (Eight ed.).
Output: Poster that
center Delmar

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 recommended shows the
amounts for basic food groups Barbiere, Mario C. &
preschoolers and the Wiatr, Jane C.
 Visiting a preschool/ recommended (2020). Early
kindergarten/ amounts for childhood education
primary school who preschoolers with a and the student
Children offers a scoring empowerment
nutrition/feeding rubric program. Rowman &
program. Document Littlefield Publishers
how the program is Output: Matrix on
planned, nutrition and
implemented and feeding program
evaluated.
Students must be able to:  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 describe the Week  Conducting an Participation K. (2011).
record keeping 15(3 interview with a Administration of
processes hours) registrar or Programs for Young
D. Record-keeping Output: interview
directress/principal report on Children (Eight ed.).
1. Learner Reference regarding record Delmar
record keeping
Number (LRN) keeping
2. Record of Enrollment Barbiere, Mario C. &
and Attendance Wiatr, Jane C.
(2020). Early
3. Health Records childhood education
4. Data-Privacy and the student
empowerment
program. Rowman &
Littlefield Publishers
Students must be able to: Week V. ENVIRONMENT  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 Describe the 16(3  Collect pictures of participation K. (2011).
A. Learning environment in the
appropriate hours) learning Administration of
environment for school/center. environments for Programs for Young
Output: Evaluation
specific ECE - Developmentally infants and of learning Children (Eight ed.).
levels appropriate toddlers, environments Delmar
 Evaluate environments preschoolers,
learning kindergarteners, Barbiere, Mario C. &
environments - Considerations: Age primary Wiatr, Jane C.
for appropriateness, traffic schoolers. Post (2020). Early
flow, noise level, around the childhood education
storage, hard and soft classroom or and the student
project on screen. empowerment
areas, aesthetic Evaluate base on program. Rowman &
appeal, diversity, developmentally Littlefield Publishers
flexibility appropriate
principles.
B. Specific Areas: dramatic
play, block area, art

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 center, math and science
center, reading/writing
center, technology center
C. Lay-out of an after school
center
Students must be able to: Week  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 discuss the 17(3  Conducting an Participation K. (2011).
changing roles hours) VI. FAMILY AND COMMUNITY interview with a Administration of
of families directress/principal about Output: Interview Programs for Young
in early
RELATIONS Children (Eight ed.).
projects and activities the narrative
childhood A. Family and Community family and community report about projects Delmar
settings Engagement engagement and
 plan specific - Epstein Model: childrearing,  Writing a family and activities for family Barbiere, Mario C. &
ways on how community and Wiatr, Jane C.
communicating,
families engagement plan for a community (2020). Early
and the school volunteering, learning at school engagement childhood education
may collaborate home, representing year containing and the student
other families objectives and empowerment
specific activities program. Rowman &
Output: Family and
Littlefield Publishers
community
engagement plan
Students must be able to: Week  Discussion Quizzes, class Click, P. M.&Karkos, LE 1 and LE 2
 enumerate 18(3  Making a Participation K. (2011).
pertinent laws to hours) compilation of the Administration of
early laws Output: compilation Programs for Young
 childhood of the laws Children (Eight ed.).
education B. Philippine Regulations Delmar
and Laws Pertinent to
Barbiere, Mario C. &
Early Childhood Wiatr, Jane C.
Education (2020). Early
childhood education
and the student
empowerment
program. Rowman &
Littlefield Publishers
FINAL EXAM

BASIC REFERENCES

Barbiere, Mario C. & Wiatr, Jane C. (2020). Early childhood education and the student empowerment program. Rowman & Littlefield Publishers

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

Click, P. M.&Karkos, K. (2011). Administration of Programs for Young Children (Eight ed.). Delmar.

LeeKeenan, D., & Ponte, I. (2018). From Survive to Thrive: A Directors Guide for Leading an Early Childhood Program. Washington, DC: National Association

for the Education of Young Children.

Taylor, B. J. (2002). Early Childhood Program Management: People and Procedures. Upper Saddle River, NJ: Merrill/Prentice Hall.

Taylor, J. M., Linder, T. W., & McGowan, J. R. (2009). Program Administrators Guide to Early Childhood Special Education: Leadership, Development, and

Supervision. Baltimore: Paul H Brookes Publication.

CLASSROOM POLICIES
1. An online classroom is still a classroom.
2. Success in this course is dependent on the students’ active participation and engagement throughout the course. As such, students are required to
complete all deliverables and actively participate in online class discussions. If a student is unable to attend, participate in, or complete an
assignment on time, it is the student’s responsibility to inform the instructor.
3. Attendance: Students are expected to log on at least twice a week on different days to complete assignments, assessment and other weekly
deliverables as directed by the instructor and outlined in the syllabus.
4. Academic Honesty: Plagiarism and Violating the Rules of an Assignment: The program expects that students abide by the highest standards of
intellectual honesty in all academic work. Furthermore, the program assumes that all students do their own work and credit all work or thought by
others.
5. Avoid using acronyms such as LOL (laugh out loud) and TTYL (talk to you later) since not all users are as familiar with these abbreviations. Spell
things out to avoid confusion and misunderstandings.
6. Courtesy goes a long way in any setting, including online school classrooms. Online courtesy would mean:
- Students should use their real names.
- Know how to raise “virtual hands” and wait to be recognized when responding to a question or comment.
- Do not forget to say “please” and “thank you.”
- Always address the teacher and other virtual school students in a respectful manner, even when disagreeing.
- Avoid using all uppercase letters; this is often considered the equivalent of shouting.
- Cameras should always be turned on and make sure the microphone is turned off.
7. Before an online session begins, eliminate environmental distractions that may divert your attention away from the class. This includes finding a
conducive and comfortable place in the house, minimizing background noise by turning off the TV and radio, turning off cell phones. (No
multitasking during class!)
8. It is important that virtual school students be prepared before class! They should download any necessary software and connect and test devices
like microphones or video cameras before the lesson begins. Students should also exit other applications on their computers prior to launching the
classroom software.
9. Pay close attention to the classroom discussion and activities. You may take notes on the information presented and ask relevant questions to

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)

 clarify the material covered or assignments given. Do not join sideline chats with classmates when the teacher is speaking.
10. If you’re confused or stuck on an assignment, your first instinct may be to immediately ask a question. But before you ask, take the time to try to
figure it out on your own.
11. Adhere to the file format when submitting your online work.

Prepared by: Checked by: Recommending Approval: Approved by:

LUVIE JHUN S. GAHI, LPT HAZEL C. MONTEPIO, EdD HAZEL C. MONTEPIO, EdD DIOBEIN C. FLORES, EdD., DPA
Name of Instructor Program Head Vice President for Academic Affairs College President

___________________________________________________________________________________________________________________________________________________

Student’s Acknowledgement

I have received and read the course syllabus in (Subject Code). I understand that I must comply with the requirements of the course and the expectations
of me as a student in the said course during the (Semester) (School Year) as these have been discussed also by our instructor. I am fully aware of the
consequence of non-compliance with the above-mentioned requirements.

Student’s Signature over Printed Name

BACHELOR OF EARLY CHILDHOOD EDUCATION (IC 05)