Creating spaces for learning and

development for the most deprived and

marginalized children

Our ECCD Work

Early learning/ transitions

program

o Promote mother tongue-based

early education

o Bridge between home and

school environment

o Improve school readiness

STRATEGIC RESULT: Children

aged 3 to 5 years old, in the most

deprived and marginalized

communities, have

developmentally-appropriate skills

necessary for formal school

7 September 2016ARNEC Webinar on Pre-Primary Transition Programmes

KAPITBAHAY-ARALAN KINDER

An alternative,

neighborhood-based

early learning program for

5 years old children

focusing on development

of their emergent literacy,

numeracy, self-care,

health practices and

socialization.* with authority from DepEd

Locations

Indicators of appropriateness: • Safe, Near, Proper lighting and

ventilation, Space to move, WASH provisions (toilet, water), CWD-

friendly and disaster-resilient

• Daycare center

• Chapel

• Residential compound

• Barangay center

• Multi-purpose hall

• Makeshift classrooms

• Classroom on wheels

(converted container vans)

KBA Kinder Structure & Implementation

Cycle 1September –

November

Cycle 2January -

March

June to August

Facilitators’ Training, Materials

Development, Community

Mobilization, Advocacy with

LGUs

December

Facilitators’

Training,

Materials

Development

Cycle 3

(Summer)April - May

April: Facilitators’ Training,

Materials Development

National school calendar starts in

June; thus, capture only those who

are still not in school

7 September 2016ARNEC Webinar on Pre-Primary Transition Programmes

Curriculum

Emphasis on:

• Child as the center of

learning

• Teacher as scaffold and

an observant partner

• Engaging environment;

has materials that children

can manipulate

• Learning is enjoyable,

active, and relevant

Curriculum Development Process

Assessment:

- Children

- KBA facilitators

Comparative Review

- National Early Learning Framework

- National Kindergarten Curriculum

Writeshop of Staff with Consultant

Pre-testing Finalization

Curriculum

Highlights:

• Additional take-away from routine

• Different classroom strategies and methods:

sequential and inquiry-based learning, stronger

integration and creation of “big picture”, strengthening

subject areas esp. math and science

• Conduct of assessment

Curriculum

Literacy• Daily reading

• Mother tongue

• Marungko Approach m, s, a, i and so on (most

frequent occurring

letters in Filipino

language)

Sound off than read

Blended sounds to form

syllables then words

Numeracy• Base-10 Math

• Problem Solving

• Other Math areas (i.e.

measuring, graphing,

geometry, etc.)

Socialization, Play and Exploration,

Self-help, Healthy practices

Other Features

Teaching the concept as an avenue to

strengthen the skill

Hands-on learning

Other Features

Expansion of Schema

Inquiries

Motivation questions

Repetition of stories and

activities

Core Subject focus depending

on themes

Discovery – Science

Community – Math

Family – Social Studies

Self – Language Arts

Other Features

Small Group Activities

Skill building and

mastery

Independence

Teacher-guided

Self-Correcting Materials

and Graphic Organizers

KBA Kinder Themes

KBA Kinder Themes

7 September 2016ARNEC Webinar on Pre-Primary Transition Programmes

Assessments and

Monitoring

• Friday review

• Pre- and post-tests of

child development

outcomes using

government tool or

IDELA (International

Development and

Early Learning

Assessment)

Professional

Development of

KBA Kinder

Facilitators

Phased Training Program

The standard training package composed of:

Level 1

• KBA Kinder Curriculum

• Active Learning Methods and Mother-

Tongue Based Education

• Developmental Assessment (IDELA)

• Parent Involvement and Facilitating Parent

Education Session

Level 2

• Disability Sensitization (module for finalization)

• Positive Discipline in Everyday Parenting/Teaching

• ECCD in Emergencies/DRR (module for refinement)

Level 3

• Teaching Reading

• Teaching Math

• Gender Equality (module to be developed)

Assessments/Monitoring

ECCD Facilitators’ Knowledge, Attitude and Practice

• Pre and Post tests during trainings

• Capacity Assessment towards development of capacity building plan

• Monitoring tool (Quality Learning Environment)

Key competencies

• Use of active learning and child centered methodologies;

• Use of culturally and developmentally appropriate learning materials;

• Effective classroom management and positive discipline;

• Incorporation of DRR, health, hygiene and nutrition, child rights and

protection messages in lesson plans;

• Inclusive practices and strategies in the class;

• Active parent engagement

Other Components

• Integration of other themes and sectors

Health & nutrition (health status monitoring,

micronutrient supplementation, health and

dental check-ups, etc.)

Child protection (referral pathways, code of

conduct, promotion of positive discipline)

Risk reduction and resilience (emergency

preparedness plans, drills, etc.)

• Advocacy towards budget allocation and

local policies on education

• Parent education sessions

Partners

• Homeowners Associations

• Barangay & City Council for the Protection of Children

• City Social Welfare and Development Office

• City Health Office &Barangay Health Center

• Department of Education

• Other Civil Society Organizations

Using ECCD Checklist (2013-2014), n=264

• Significant improvements in scaled scores and

standard scores for the following domains:

Gross Motor Receptive Language

Fine Motor

Self-help

Expressive Language

Cognitive

Socio-emotional

• Overall improved performance for children:

– increase in percentages of children in the

“average” and “advanced” categories, and decrease in

those classified as “delayed”.

• A significant difference between pretest and

posttest scores; there were favorable differences

in the number of children classified as “average”

or better after the program.

Using SReYA (2014); n=374

Strongest Areas* Weakest Areas*

• Expressing different emotions or

feelings (95.72%)

• Telling and explaining similar pictures

and objects (97.06%)

• Tracing, copying or drawing geometric

figures (93.58%)

• Telling and explaining which pictures or

objects were different (93.05%);

• Copying letters and word (95.72%).

• Reading 2-3 syllable word

• Sequencing events

• Identifying words that rhymed or

sounded alike

• Conserving numbers and giving

equivalence of numbers

• At least 75% of children are performing the following: Copying letters or words;

identifying similar objects; and naming places in the community where families got

their needs

• Less than 75% of children are performing the following: sequencing events;

conserving numbers; and identifying words that rhymed

*based on means

More years of exposure to ECD program

makes children more school ready (2014)

• Children who attended BOTH KapitBahay-

Aralan (KBA) and Summer Learning Program

(SLP) have:

Less repeaters

Higher rate of academic awardees

• Compared to those who

attended either KBA or

SLP only

2015 Data

• 90% (n=3,839) obtained passing score in

SReYAo 42% Boys; 58% Girls

• Promotion Rate to Grade 2o Manila – 94% (n=71)

o Mindanao – 83% (n=3,013)

• 769 KBA Kinder sites

• 22,654 KBA Kinder childreno Manila - 63% Male; 37% Female

o Mindanao - 51% Male; 49% Female

Support to Public Kinder (DepEd)

• Teacher trainings

• Materials provision or development

• Refinement of the Kindergarten Teacher Guides

with DepEd Central Office (ongoing)

Challenges

Issue Resolution/Action Taken

Frequent updating of policies and

focal points within the Department of

Education

Constant coordination with

District/Division offices

Security of tenure for trained KBA

facilitators

Advocated for a local policy on hiring

and dismissal of ECCD workers;

some LGUs created salaried posts for

ECCD workers; also extended

livelihood support to ECCD volunteers

Including children with disability in

classes; optimizing their participation

in classes

Collaboration with other projects;

extending training and materials

Recruitment of male teachers and

male caregivers

Work with academe on pre-service

programs; targeted alternative

delivery modes for male parents and

caregivers

Moving Forward

• Roll out of disability-awareness and non-discrimination

session for children using storytelling as a medium

• Safe Kit for Kids (SK4K) roll out with teachers and

parents

• Research on local budget and spending on ECCD

• More alternative delivery models to reach children in

geographically isolated and disadvantaged areas (GIDAs)

Presentation by:

Maya P. Nayo, ECCD Advisor

Mariel Joy S. Sampang, ECCD Program Officer

Save the Children Philippines