A Conceptual Framework for Sped Kindergarten -Zeny

8/11/2019 A Conceptual Framework for Sped Kindergarten -Zeny

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THE SPEDKINDERGARTEN PROGRAM FORCHILDREN WITH DISABILITIES AND HEADSTART FOR THE GIFTED AND TALENTED

I. Introduction

The Kindergarten Program for Special Children with Disabilities and the Gifted and Talented (Headstart) are animated byand are anchored on theories propounded by pioneer thiners and educators! "mong these are Piaget, Froebel,Pestalozzi, Erikson, Montessori, Dewey, Steiner, Gardner, and Sternberg.

Piagets cogniti#e$ de#elopmental theory focuses on intellectual de#elopment% while Eriksons psychoanalytic theorydescribes a #ariety of feelings we bring to the tass at hand! &or Piaget, de#elopment is not moti#ated by biologicalmaturation and social forces% but by the child's efforts to sol#e cogniti#e problems! "s the child is challenged and curious% heor she constructs more elaborate cogniti#e structures! f the child is not curious about an area % he or she might not reachthe highest stage in that area% where maturation and society's forces dri#e us through all ofEriksons stages% we only go

through Piagets stages if we are cogniti#ely moti#ated to build new structures(Crain% **+)!

Piaget sees learning as an internal process of construction% where nowledge is gained through directly e,periencing theen#ironment! Howe#er% learning also occurs from the interplay among maturation% e,perience% and e-uilibration% a self$regulatory process that incorporates e,ternal process into internal structures!

Piaget identified se-uential stages of de#elopment of the child% which are -ualitati#ely different% uni#ersal% and in#ariable%because they are determined by maturation! These stages follow (&arrrell% **. )!

/ ) sensorimotor stage ( *$ years ) ) pre$operational stage ( $0 years )1 ) concrete operational stage ( 0$ // years )2 ) formal operational stage ( //$ / years onwards)!

SPED Kindergarten Curriculum Page


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CHILD DEVELOPMENT, PIAGETS THEOR! AND SPECIAL ED"CATION

3aler and Crawley (.41) and &arrell ( **. ) ad#anced #i$% di##%r%nt &'()in which the de#elopment of special childrenmight relate to that of regular ones5d%*'(%d, +'nor-'* +, co-%n)'tor(, ')%nt 'nd + nor-'* +. S%ci'* %duc'tion i)d%*'%*in/, 0%nc%, it do%) not #'$or t0% u)% o# 1 'nor-'* + or + nor-'* + ut it r't0%r u)%) )%ci'* or r%/u*'r to

d%)cri% c0i*dr%n &0o 'r% di##%r%nt. n delayed development% the child passes through similar de#elopmental stages% using the same processes as a

regular child but slower!

n abnormal/ differentdevelopment% the child de#elops in a way that is different from the typical! n languagedelay,

the child's language is similar to that of a younger child% while in language disorder, the child's language is different-ualitati#ely and -uantitati#ely from what is e,pected of him6 her!

n compensatory development,the child reaches or mo#es towards the same goals as a regular child but #ia different

routes!

n absent development, the child lacs de#elopment in an area% for e,ample% a child with profound cogniti#e

impairment does not achie#e spoen language% although% he6 she may ha#e other forms of communication!

n normal development,an area of de#elopment of the child is unaffected by the disability6disorder % and hede#elops at age$ typical rates% which in#ol#es the same processes as for all children! He6 she may ha#e conductdisorder% but the motor sills de#elop in a typical rate and way ( &arrell% **. )

!The German educator Froebelcreated the 7 kindergarten or childrens garden ,a school for early childhood education!

"n idealist% Froebelbelie#ed that an inherent spirituality is at the core of human nature! He designed his Kindergarten as aneducational en#ironment% where the child's interior spiritual essence can be brought out! "% nationalist % he belie#ed that eachpeople of e#ery country shared a common spirit shown in each nation's songs% stories% and fables! Froebelasserted that aconcrete ob8ect would stimulate recall of a corresponding concept in the child9s :ind! ( ;rnstein% a! C! /$/.+) is rooted in anthroposophy or the e,ploration of humanitycombined with the spiritual! Two ma8or components of anthroposophy are oneness with the worldand searh for self.;neness with the world embraces the idea that e#erything is interconnected% the cycles of the moons and the planets% earth%



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cycles of the seasons % to the cycles of human life and death!

Dewey (/4+.$ /.+)% de#eloped his


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Cogni@ant of the #arious concepts deri#ed from the preceding discussion% the SP


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represents the field of Special


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G"IDING PRINCIPLES IN ED"CATINGCHILDREN WITH SPECIAL NEEDS IN THE K to 23 C"RRIC"L"M

The Department of


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a! Children are "cti#e ?earners b! De#elopment and ?earning are nterrelated c! Growth and ?earning are Se-uential

d!


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nstructional materials play an important role in the SP


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C"RRIC"LAR FRAMEWORK FOR KINDERGARTENCHILDREN WITH A"TISM 4 K5CWA6

The de#elopmental disabilities of Kindergarten Children with "utism affect their sills in #erbal and non$#erbal

communication% social interaction% and the cogniti#e areas which are e#ident during their early years of de#elopment! Theseresult in de#elopmental lags% thus% the pro#ision of early inter#ention programs to KC3"'s! This is to de#elop their sills in

the psychosocial% psychomotor% cogniti#e% language and communication% interpersonal% daily li#ing and self$help and modify

their beha#iors!



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To attain these needs% a de#elopmentally appropriate curriculum that is% indi#idually and socio$culturally appropriate

should be de#eloped! Thus% the curricular framewor for indergarten children with autism considers the de#elopmental

areas of the KC3" whose mental age is between 2$> years old! t recommends the use of strategies that specifically

address the learning needs% instructional le#els% and interests of the learners and uses either the mother tongue of the

learners or


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1! D'i*( Li$in/ S7i**) refers to the child's sills de#elopment in managing one's self through self$feeding% toileting%dressing% grooming and proper hygiene! These self$help sills are essential to de#elop independence!

2! P)(c0o-otorpertains to the Child with "utism's physical growth% and the de#elopment of sills related to the use ofgross and fine motor de#elopment% recepti#e and pro8ecti#e manipulated sills and #isual motor sills!

+! Int%r%r)on'* S7i**) r%#%r)to the social de#elopment of the Child with "utism% through social sills lie play% andinteraction with peers and adults! The formation of the C3"'s self$concept is also targeted in this domain!

>! P)(c0o5)oci'*8Socio5 E-otion'* refers to the de#elopment of eye contact among K$C3"% the ability to identifyone's feelings% those of other members of the family and significant others% together with the ability to understand andrelate to others!

C"RRIC"LAR FRAMEWORK FOR KINDERGARTEN

CHILDREN WITH HEARING IMPAIRMENT 4CHI6

The Department of


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educational ser#ices! ;ne group of children with special needs are those with hearing impairment% who necessitate curricular

ad8ustments to attain educational goals lie their peers!

Hearing children enter school with the ability to process and integrate #erbal information% so the curriculum is based

on the assumption that all children enter school with basic language sills! " child with hearing impairment begins life unable

to use easily the symbol6communication system of those around them! "s they de#elop% they may not ha#e a #ocabulary% aclear nowledge of the significance of words% and an understanding on how to use words in structural se-uences that

transmits meaning to others!

Thus% a primary need of Children with Hearing mpairment (CwH) is a symbol6communication system that allows for

social interaction and the sharing of ideas and concepts! This section focuses on ?"FG"G


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The second part of the framewor illustrates the hearing mechanism that is heart$ shaped to symboli@e and

underscore the need for holistic de#elopment of these young children! This will ser#e as a guide to utili@e best current

thining and practices on programs and ser#ices for CwH!

"t the center of the 7ear$heart concept is a child with hearing impairment who is foremost a child but who has a

sensory depri#ation needing accommodation and support to learn! ?ie any child% he shall de#elop holistically in all thedomains shown in the inner circle! The ne,t circle that en#elops the child represents the different learning areas that will

ensure the de#elopment of the child's personality! Gi#en special emphasis at the upper center is on the cogniti#e domain%

which underscores language de#elopment% a special and #ital learning area in the education of CwH! The outer circle

shows the themes where the different learning tass and acti#ities re#ol#e!

C"RRIC"LAR FRAMEWORK FOR KINDERGARTENCHILDREN WITH INTELLECT"AL DISABILIT! 4CID6

The Department of


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n consonance with the :illennium De#elopment Goal on achie#ing


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A. PRINCIPLES

" de#elopmentally appropriate curriculum is one that is indi#idually and socially$appropriate (F"


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This framewor upholds the si,teen (/>) general principles of the F


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1! The learning program is implemented by way of di#erse learning acti#ities that may be enhanced withtechnologies such as interacti#e radio and audio6 #ideo clips for learning areas!

2! The use of learning materials and other resources that are locally de#eloped and6or locally a#ailable isencouraged!

+! The -ot0%r ton/u%shall be used as the child's language of learning in the early years and shall be

recogni@ed as a bridge language of learning!

>! ;2 4E!"2(2 !))E))6E2& !2$ $E5E41P6E2&

The following are the general guiding principles on learning assessment de#elopment5

/! "ssessment is done to monitor learning% now where the child is and inform parents of the child'sprogress!

! "ssessment is essential to identifying the child's total de#elopment needs and does not determineacademic achie#ement!

1! "ssessment is best conducted regularly so that a timely response may be made to impro#e learningareas!

2! The results of the assessment of learning of a child shall be ept strictly confidential!+! Aatings should be -ualitati#e6descripti#e and not only numerical!

>! The family and community may be informed of the generaloutcomes of learning in the early years so as to encouragefurther cooperation and partnerships

The framewor adopts teaching$learning approaches that are integrati#e% thematic% and collaborati#e% in orderto be aligned with De#elopmentally "ppropriate Practices% F


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Co-on%nt 2 9 shows the de#elopmental domains represented by the si, blocs! They are arranged to form a flower inorder to emphasi@e


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"ppreciating Di#ersity) The child recogni@es and respects similarities and differences in people% language%Personal alues (Honesty) The child demonstrates honesty in words and in actions!

Personal alues (Aesponsibility) The child taes on responsibility and accomplishes these as best he6she can! Does his6her share of wor in the classroom

Does and finishes assigned tass without prompting

nterpersonal alues (?o#e of &amily) The child lo#es% respects and feels he6she belongs to a family unit!nterpersonal alues(Paiipagapwa)

The child shows respect for others% children% and adults

The child demonstrates concern for others!

The child opts for cooperati#e% non$aggressi#e means for achie#ing goals and

resol#ing conflict! 3ors well with others

Fationalism (?o#e of Community) The child demonstrates nowledge and lo#e for his6her community or neighborhood!Fationalism (?o#e of Country) The child shows respect and lo#e for the Philippines! Knows he6she is a &ilipino!

Participates during flag ceremony o Knows name of country

Spiritual ("ppreciation of Fature) The child shows interest in and wonder at nature!

Spiritual (Care for Fature and tsAesources)

The child demonstrates a caring attitude towards nature's creatures and itsresources!

Spiritual (?o#e for the Creator) The child shows respect and lo#e

! P0()ic'* H%'*t0, W%**5%in/ 'nd S%*#5H%* 5 refers to a child's physical growth% health and safety and self$care

Do-'in 29 PH!SICAL HEALTH, WELL5BEING AND SELF5HELP



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Su5do-'in B%nc0-'r7)8%:%ct'tion #ro- ; to < (%'r5o*d)Physical Health The child demonstrates ade-uate growth (weight%

head circumference) The child uses sensory system to participate in daily

acti#ities

The child has ade-uate stamina to participate in dailyacti#ities!

Personal Care andHygiene 6Self$help

The child participates in basic personal care routines &eeds self using fingers without spillage

Prepares own food

Dresses without assistance% including buttoning and

tying laces and nots! 3ipes6Cleans him6herself after bowel mo#ement

Erushes teeth after meals without ha#ing to be told

3ashes and dries face independently without being

told

1! Motor D%$%*o-%ntM refers to the de#elopment of sills related to the use oflarge and small muscle groups!

Su5do-'in B%nc0-'r7)8%:%ct'tion #ro- ; to < (%'r5o*d)



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Gross :otor SillsDe#elopment

The child shows control and coordination of body

mo#ements in#ol#ing large muscle groups&ine :otor Sills

De#elopment The child can control and coordinate hand and finger

mo#ements5o Copies a simple pattern of different basic shapes

o Draws a human figure (head% eyes% mouth% trun%arms% legs% etc!) without prompts

o Draws a house without prompts using geometric

formso Colors with stroes staying within lines

1! Co/niti$% D%$%*o-%nt$ refers to a child's ability to abstract% understand concepts and their logical relations% and to

manipulate them to arri#e at new ideas or conclusions



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Do-'in =9 COGNITIVE DEVELOPMENT

Su5do-'in B%nc0-'r7)8%:%ct'tion #ro- ; to < (%'r5o*d)"ttention and "cti#ity?e#el

The child is able to sustain attention and modulate

his acti#ity at age$e,pected le#els! Sustains attention and concentration on a tabletop

acti#ity for /+$* minutes Can wor on school assignment with minimal

super#ision Can wor on school assignment independently

Higher$;rdered :ental"bilities (Concept&ormation)

The child de#elops basic concepts pertaining to

ob8ect constancy% space% time% -uantity% seriation%etc! and uses these as the bases forunderstanding how materials are categori@ed inhis6 her en#ironment!

Can tell which is the left and right of people facing

him6her Knows the difference between yesterday% today%

and tomorrow Demonstrates understaning the concept of

number$-uantity relations for /$/* Demonstrates concept of addition using finger or

ob8ect

Shows concept of subtraction using fingers orob8ects

Higher$;rdered :ental"bilities (Cause$


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:emory (:emory for


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including problem situations!

;.L'n/u'/% D%$%*o-%nt refers to a child's ability to understand and use language to communicate ideas% learn to ac-uirelanguage sills in preparation for reading% writing and counting!

Do-'in ;9 LANG"AGE, PRE5READING AND PRE5MATH

Su5do-'in B%nc0-'r7)8%:%ct'tion

Aecepti#e SillsDe#elopment

The child showsability to understand both #erbal and non$#erbal forms of communication!


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Prints lower case letters without a model and with

no re#ersals


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Dr'-'tic P*'( The child participates in a #ariety of dramatic play

acti#ities that become more e,tended and comple, The child shows growing creati#ity and imagination in

using materials and in assuming different roles in dramaticplay situations

Co-on%nt >9 T0% Curricu*'r T0%-%)

Co-on%nt > pro#ides the curricular themes for integrating the fi#e (+) learning areas to de#elop the si, (>) domains for theholistic and functional de#elopment of the indergartner! These curricular themes adheres to Erofenbenner's Eio$ecologicalTheory% that defines 7layers of en#ironment% each ha#ing an effect on a child's en#ironment!/! M()%*#M concepts and ideas that help the learners understand himself6herself better so that he6she will de#elop as anindi#idual!! M( F'-i*(M concepts% ideas% practices that guides the child to be responsible and proud of himself and his family!1! M( Sc0oo*M concepts% ideas% practices% and situations that help the child understand how to be an indi#idual and

sociali@e with other learners% teachers% school personnel and other members of the school!2! M( Co--unit(M concepts% ideas% practices% situations% and responsibilities that the learner should ac-uire andunderstand so that he6she will become functional and responsi#e member of the community!



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&igure The Curricular Themes

III. OVERALL GOAL AND O"TCOMES

A. O$%r'** Go'*9 Kindergarten pupils are prepared for mainstreaming to Grade

B. Outco-%)97y the end of the 8(2$E"!"&E2 year,

%e %ill have children %ho are9communicators in their mother tongues0healthy and physically active0respectful, honest, od:loving0proud of themselves and their familycreative and appreciative of the arts, and caring of the environment



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C"RRIC"LAR FRAMEWORK FOR THE KINDERGARTENGIFTED? TALENTED 4HEADSTART6



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T0% H%'d)t'rt Pro/r'- #or t0% Gi#t%d 'nd T'*%nt%d

" preparatory program for children 2$+! years old

;ne those who manifest superior intelligence beyond their chronological years " program that addresses the educational% aesthetic and social needs of these children

" program that helps parents meet the needs of their gifted and talented children

The education of &ilipino gifted% talented children and youth is mandated by the Philippine Constitution and other

legal documents! The legal bases which pro#ide strong 8ustification for educational programs and ser#ices for the gifted and

talented in the country as follows5

L%/'* B')%)

'. PD 2@@9 D%c*'rin/ t0% Fourt0 W%%7 o# No$%-%r 2@@@ 'nd %$%r( !%'r t0%r%'#t%r ') +N'tion'* W%%7 #or t0%Gi#t%d 'nd T'*%nt%d

$hereas,the right of the gifted and talented and youth is mandated in the Philippine Constitution and other legal

documentsJ

$hereas, it is the aim of the Philippine go#ernment to pro#ide e#ery gifted and talented with opportunities%

encouragement% greater attention and assistance to de#elop his6her potential to the fullest!

b. PD 9 T0% C0i*d 'nd !out0 W%*#'r% Cod% 4') '-%nd%d6

"rticle 1!


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3here needs warrant% there shall be at least special classes in e#ery pro#ince% and if possible special

classes for the physically handicapped% the mentally retarded% the emotionally disturbed and the

specially gifted# The pri#ate sector shall be gi#en all the necessary encouragement to establish such

classes!

c.Policies and Guidelines for Special


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The pursuit of e,cellence is an integral goal of the educational system! Conse-uently% -ualitati#e and rele#ant

education program and ser#ices for the gifted and talented in indergarten are basic aspects of the Headstart

Program!

The main goal of the program is to ensure that all the gifted% talented preschoolers are gi#en the necessary support to

attain the highest standard of achie#ement that matches with their abilities% intelligence and sills!

Specifically% the program aims to5

offer the ser#ices for the mastery of the basic sills and de#elopment 6enhancement of multiple intelligences at a

pace and depth appropriate to the capabilities of the gifted and talented preschoolers%

pro#ide an en#ironment that encourages and challenges the gifted preschoolers in the de#elopment of creati#ity%

originality% fluency% fle,ibility and elaboration in their thought processes% and

pro#ide opportunities for gifted6talented preschoolers to e,plore and de#elop their uni-ue abilities!

;ther specific ob8ecti#es include5

pro#ide appropriate educational ser#ices%

training of teachers% administrators and super#isors on the early identification of gifted and talented preschoolers%

de#elopment of an enriched curriculum that will nurture% challenge and hone the multiple intelligences of these

children who are imbued with desirable #alues!



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SPED Kindergarten Curriculum Page 3

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A Conceptual Framework for Sped Kindergarten -Zeny