An Analysis of the Rationale and Curriculum of Kindergarten in the Philippines , below) based on self-assessment. -consistency and coherence with recent related literature, respectively. Our analysis revealed that the rationale, as well as the timing and duration of the PKE, are at odds with the book cited therein. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original Essay Additionally, we have also shown that the Philippine Kindergarten Curriculum (PKC, hereafter) prioritizes language skills over math skills. However, the long-term advantages or disadvantages of the former remain controversial according to recent literature, while those of the latter are conclusive in favor of its long-term advantages. Therefore, based on recent literature on the subject, PKC is most likely ineffective. Therefore, we recommend that those concerned, e.g., legislators and educators, reexamine both the rationale and agenda of PKE so that they are consistent, consistent with each other, and consistent with recent related literature. On January 20, 2012, the Philippine government, in line with the Millennium Development Goals and the Education for All Campaign of 2015, implemented the Kindergarten Education Act of 2012, which provides for free but compulsory preschool education for all five-year-olds. . Despite its good intentions to comply with international standards, the said law and the program it contains appear to be inconsistent and based on controversial scientific foundations. We examine the rationale for the implementation of nationwide compulsory preschool education in the Philippines to expose its hidden contradictions with itself and with the duration and timing of Philippine Preschool Education (PKE, herein). After). Furthermore, we analyze the distribution of learning skills across academic subjects in the highly academic Philippine Kindergarten (PKC, hereafter) curriculum to reveal its ineffectiveness. We hope that such critiques will motivate and provide guidance for further revisions of the PKE. Our analysis focuses primarily on the theoretical critiques of preschool education from 2012. In particular, we have not examined the sufficiency of the Philippines' required resources to justify the assumptions of PKE and PKC. Furthermore, we have not discussed the practical implications of the contradictions and inefficiencies highlighted here. Finally, we have not presented specific recommendations to address the contradictions and inefficiencies highlighted here. Additionally, our reviews are not exhaustive and we have recommended one possible additional review angle. In analyzing the PKC, we assume that the relative importance given to a particular subject, or group of subjects, is directly proportional to the number of learning skills allocated. to this one compared to the others. We report relative importance in terms of percentages. Additionally, we assume that any reference cited in the justification must be consistent with the justification itself and with the PKC. Finally, we also assume that it is considered more effective to implement universal policies based on more established scientific results rather than controversial results. The rationale for the policyomnibus on maternal education of 2016, as well as the duration and timing of the PKE, is in contradiction with the book cited therein, while the distribution of learning skills between academic subjects in the highly academicized PKC is most likely ineffective based on recent related literature. Positive Long-Term Effects of Philippine Maternal Education in the Second Rationale of DO No. 47, Art. 2016, it was stated that “…early childhood education is the key to success later in school and in life. According to Reynolds, long-term effects include reduced remediation and special education assignment, increased high school graduation rates, higher employment rates, and decreased cases of crime. Although Reynolds acknowledged that early childhood interventions through small-scale model programs positively affect long-term child development, he admitted that it was not yet known at his time whether small-scale programs large scale, for example PKE, promise the same benefits. . Furthermore, the aforementioned benefits were long-term effects of the former and not the latter. Therefore, it appears that DepEd misinterpreted his statements or took them out of context. Therefore, the conclusiveness of justification and the inconclusiveness of Reynolds' statements form a contradiction. PKE lasts one year and begins at age five. However, Reynolds explicitly admitted that one to two years of large-scale preschool intervention is not enough to produce long-term positive effects on children. Additionally, he noted that even three years of small-scale model preschool intervention is also not enough to produce long-term positive effects on children. Additionally, he said the most cited early intervention programs in his review were model intervention programs that start from birth to age eight. Therefore, the timing and duration of the PKE and Reynolds' statements form a contradiction. , and 69.58% in the learning skills distribution and 79.75% in the quarterly progress checklist in DO No. 47, s. 2016 for academic subjects. However, recent studies disagree on whether a highly academic preschool program is advantageous or disadvantageous. Nonetheless, play-based instruction can negate the potential negative effects of a highly academic preschool program. Fortunately, PKE uses such a game-based approach. Therefore, game-based PKE justifies the strong academization of PKC. The PKC also places strong emphasis on language skills with a relative emphasis of 34.39% in DepEd, 33.75% in learning skills distribution and 40.51% in quarterly progress checklist in DO n ° 47, art. 2016, respectively. Additionally, reading is the most emphasized sub-skill with relative importance of 10.88% and 13.92% in the learning skills distribution and the DepEd Quarterly Progress Report, respectively. However, research suggests that teaching kindergartners to read does not conclusively benefit. them in the long term. On the one hand, studies conclude that learning to read in preschool affects them positively in the long term. On the other hand, studies conclude that learning to read in kindergarten shows no significant positive long-term effects. A smidgen of evidence even shows that teaching kindergartners to read can have a negative impact on them in the long run. In the meantime, it is conclusive that putting.

Essay / An Analysis of the Rationale and Curriculum of Kindergarten in the Philippines , below) based on self-assessment. -consistency and coherence with recent related literature, respectively. Our analysis revealed that the rationale, as well as the timing and duration of the PKE, are at odds with the book cited therein. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an Original Essay Additionally, we have also shown that the Philippine Kindergarten Curriculum (PKC, hereafter) prioritizes language skills over math skills. However, the long-term advantages or disadvantages of the former remain controversial according to recent literature, while those of the latter are conclusive in favor of its long-term advantages. Therefore, based on recent literature on the subject, PKC is most likely ineffective. Therefore, we recommend that those concerned, e.g., legislators and educators, reexamine both the rationale and agenda of PKE so that they are consistent, consistent with each other, and consistent with recent related literature. On January 20, 2012, the Philippine government, in line with the Millennium Development Goals and the Education for All Campaign of 2015, implemented the Kindergarten Education Act of 2012, which provides for free but compulsory preschool education for all five-year-olds. . Despite its good intentions to comply with international standards, the said law and the program it contains appear to be inconsistent and based on controversial scientific foundations. We examine the rationale for the implementation of nationwide compulsory preschool education in the Philippines to expose its hidden contradictions with itself and with the duration and timing of Philippine Preschool Education (PKE, herein). After). Furthermore, we analyze the distribution of learning skills across academic subjects in the highly academic Philippine Kindergarten (PKC, hereafter) curriculum to reveal its ineffectiveness. We hope that such critiques will motivate and provide guidance for further revisions of the PKE. Our analysis focuses primarily on the theoretical critiques of preschool education from 2012. In particular, we have not examined the sufficiency of the Philippines' required resources to justify the assumptions of PKE and PKC. Furthermore, we have not discussed the practical implications of the contradictions and inefficiencies highlighted here. Finally, we have not presented specific recommendations to address the contradictions and inefficiencies highlighted here. Additionally, our reviews are not exhaustive and we have recommended one possible additional review angle. In analyzing the PKC, we assume that the relative importance given to a particular subject, or group of subjects, is directly proportional to the number of learning skills allocated. to this one compared to the others. We report relative importance in terms of percentages. Additionally, we assume that any reference cited in the justification must be consistent with the justification itself and with the PKC. Finally, we also assume that it is considered more effective to implement universal policies based on more established scientific results rather than controversial results. The rationale for the policyomnibus on maternal education of 2016, as well as the duration and timing of the PKE, is in contradiction with the book cited therein, while the distribution of learning skills between academic subjects in the highly academicized PKC is most likely ineffective based on recent related literature. Positive Long-Term Effects of Philippine Maternal Education in the Second Rationale of DO No. 47, Art. 2016, it was stated that “…early childhood education is the key to success later in school and in life. According to Reynolds, long-term effects include reduced remediation and special education assignment, increased high school graduation rates, higher employment rates, and decreased cases of crime. Although Reynolds acknowledged that early childhood interventions through small-scale model programs positively affect long-term child development, he admitted that it was not yet known at his time whether small-scale programs large scale, for example PKE, promise the same benefits. . Furthermore, the aforementioned benefits were long-term effects of the former and not the latter. Therefore, it appears that DepEd misinterpreted his statements or took them out of context. Therefore, the conclusiveness of justification and the inconclusiveness of Reynolds' statements form a contradiction. PKE lasts one year and begins at age five. However, Reynolds explicitly admitted that one to two years of large-scale preschool intervention is not enough to produce long-term positive effects on children. Additionally, he noted that even three years of small-scale model preschool intervention is also not enough to produce long-term positive effects on children. Additionally, he said the most cited early intervention programs in his review were model intervention programs that start from birth to age eight. Therefore, the timing and duration of the PKE and Reynolds' statements form a contradiction. , and 69.58% in the learning skills distribution and 79.75% in the quarterly progress checklist in DO No. 47, s. 2016 for academic subjects. However, recent studies disagree on whether a highly academic preschool program is advantageous or disadvantageous. Nonetheless, play-based instruction can negate the potential negative effects of a highly academic preschool program. Fortunately, PKE uses such a game-based approach. Therefore, game-based PKE justifies the strong academization of PKC. The PKC also places strong emphasis on language skills with a relative emphasis of 34.39% in DepEd, 33.75% in learning skills distribution and 40.51% in quarterly progress checklist in DO n ° 47, art. 2016, respectively. Additionally, reading is the most emphasized sub-skill with relative importance of 10.88% and 13.92% in the learning skills distribution and the DepEd Quarterly Progress Report, respectively. However, research suggests that teaching kindergartners to read does not conclusively benefit. them in the long term. On the one hand, studies conclude that learning to read in preschool affects them positively in the long term. On the other hand, studies conclude that learning to read in kindergarten shows no significant positive long-term effects. A smidgen of evidence even shows that teaching kindergartners to read can have a negative impact on them in the long run. In the meantime, it is conclusive that putting.

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