From ECD to Formal Education - PowerPoint PPT Presentation


Title: From ECD to Formal Education


1
From ECD to Formal Education Issues and
Challenges during the Transition Philippines
Experience
2
The Philippines Where We Work
3
ECD Needs Issues
  • Only 3 out of 10 children are able to go to
    daycare centers or preschools (Nationwide,
    Unicef, 2005)
  • Vast majority of children have no prior ECD
    experiences when they enter the first grade of
    elementary education, leading to high dropout
    (14) and repetition (4.8) in the first few
    grades (Nationwide, DepEd, 2004)

4
School Readiness Study
  • School Readiness of Children In Various
    Socio-Economic Environments.
  • A study awarded to Save the Children- Philippines
    Country Office by the Department of Social Work
    and Development, 2003)

5
Significant determinants of school readiness
  • Type of place whether rural or urban
  • Marginalization status
  • Exposure to early childhood education
  • Health status
  • Parents knowledge, attitude and practice on
    childrens cognitive development
  • Parents practices in stimulating childrens
    school readiness
  • Access to learning materials

6
Type of place whether rural or urban
  • The study confirms the general imbalance in
    opportunities for the urban and rural populace.
  • Urban children living in non-marginalized areas
    were obviously exposed to more opportunities for
    growth and development, and these translated to
    better levels of school readiness in all the
    identified domains.

7
Marginalization statusof childrens communities
  • In general, areas which fall short of meeting
    their minimum basic needs are also not able to
    generate the resources and opportunities for
    enabling their young to achieve desired standards
    of growth and development.
  • This deprivation negatively affects childrens
    levels of school readiness as well.

8
Exposure to early childhood education
  • Childrens exposure to early childhood education,
    through day care centers and preschools has been
    positively correlated with better levels of
    school readiness.
  • This gives credence to the overall significance
    of providing young children varied and organized
    forms of early learning opportunities that
    stimulate their abilities to tackle more complex
    forms of learning later in school and manage the
    new school environment.

9
Childrens health status
  • Childrens health status figured out as an
    important determinant of school readiness too as
    it was positively correlated specifically with
    cognitive and social-emotional domains of school
    readiness as well as with the standard score.
  • This implies that an integrated approach to
    nurturing childrens growth and development has
    to be a sine qua non in any intervention for the
    young. The childs biological disposition
    interacts with all his/her environmental forces
    to shape the nature of his/her development.

10
Parents knowledge, attitude and practice on
childrens cognitive development
  • Parents who teach numeracy and literacy skills to
    their children as well as expose them to learning
    materials, experiences outside the home and
    generally talk about schooling and encourage
    their children to go to school.
  • Positive health habits such as bringing children
    to doctors even if they are not sick and giving
    them multivitamins. These parents had more
    holistic concepts of parenting and interacted
    with their children more in the following
    activities sharing stories, reading, talking
    about pictures, shopping, watching television,
    doing leisure activities, among others.

11
Childrens access to learning materials
  • This finding supports the value of exposing
    children to materials which could stimulate their
    learning at home, in preschool or day care
    settings and in the community of residence, in
    general.

12
PhCO's ECD to Primary Transition Initiatives
  • Target prospective grade one entrants and grade
    one pupils, along with their parents, teachers
    and other caregivers

13
Summer Learning Program
  • Offered to six year-old children who are about to
    enroll in Grade 1 and have no prior ECE exposure.
  • Objectives
  • Improve grade one entrants school readiness
    skills
  • Reduce levels of dropout and repetition among
    first grade pupils
  • Increase the skills of parents, teachers and
    other adult caregivers in providing educational
    stimulation and support to children transitioning
    to formal schooling

14
Summer Learning Program
  • The 7-week program focuses on skills and
    competencies in the areas which are deemed
    necessary for children to be more ready in
    tackling Grade 1 activities a) gross motor b)
    fine motor c) language d) socio-emotional e)
    cognitive and f) self-help.

15
Summer Learning Program
  • Trains community volunteer facilitators on the
    use of the Summer Learning Program Module.
  • Includes activities that parents will do with
    children at home to reinforce what they learned
    in the program sessions
  • Integrates parent education sessions, health and
    nutrition intervention such as height and weight
    assessment, deworming and dental service

16
Other features of ECD-Primary transition
Initiatives
  • School visits of children and families before
    school year starts
  • Training of Grade 1 teachers making schools
    ready

17
Costs of implementing Summer Learning Program
  • For each site (village)
  • SC support Includes training of facilitators,
    learning materials, community mobilization 180
  • Community counterpart includes allowance for
    facilitator 33
  • Estimated cost 213
  • Average 15 children/site
  • Cost/child 14

18
Local Partners
  • Local Councils for the Protection of Children
  • City/Municipal level
  • Barangay (Village) level

19
Maraming Salamat po!
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From ECD to Formal Education

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Title: From ECD to Formal Education


1
From ECD to Formal Education Issues and
Challenges during the Transition Philippines
Experience
2
The Philippines Where We Work
3
ECD Needs Issues
  • Only 3 out of 10 children are able to go to
    daycare centers or preschools (Nationwide,
    Unicef, 2005)
  • Vast majority of children have no prior ECD
    experiences when they enter the first grade of
    elementary education, leading to high dropout
    (14) and repetition (4.8) in the first few
    grades (Nationwide, DepEd, 2004)

4
School Readiness Study
  • School Readiness of Children In Various
    Socio-Economic Environments.
  • A study awarded to Save the Children- Philippines
    Country Office by the Department of Social Work
    and Development, 2003)

5
Significant determinants of school readiness
  • Type of place whether rural or urban
  • Marginalization status
  • Exposure to early childhood education
  • Health status
  • Parents knowledge, attitude and practice on
    childrens cognitive development
  • Parents practices in stimulating childrens
    school readiness
  • Access to learning materials

6
Type of place whether rural or urban
  • The study confirms the general imbalance in
    opportunities for the urban and rural populace.
  • Urban children living in non-marginalized areas
    were obviously exposed to more opportunities for
    growth and development, and these translated to
    better levels of school readiness in all the
    identified domains.

7
Marginalization statusof childrens communities
  • In general, areas which fall short of meeting
    their minimum basic needs are also not able to
    generate the resources and opportunities for
    enabling their young to achieve desired standards
    of growth and development.
  • This deprivation negatively affects childrens
    levels of school readiness as well.

8
Exposure to early childhood education
  • Childrens exposure to early childhood education,
    through day care centers and preschools has been
    positively correlated with better levels of
    school readiness.
  • This gives credence to the overall significance
    of providing young children varied and organized
    forms of early learning opportunities that
    stimulate their abilities to tackle more complex
    forms of learning later in school and manage the
    new school environment.

9
Childrens health status
  • Childrens health status figured out as an
    important determinant of school readiness too as
    it was positively correlated specifically with
    cognitive and social-emotional domains of school
    readiness as well as with the standard score.
  • This implies that an integrated approach to
    nurturing childrens growth and development has
    to be a sine qua non in any intervention for the
    young. The childs biological disposition
    interacts with all his/her environmental forces
    to shape the nature of his/her development.

10
Parents knowledge, attitude and practice on
childrens cognitive development
  • Parents who teach numeracy and literacy skills to
    their children as well as expose them to learning
    materials, experiences outside the home and
    generally talk about schooling and encourage
    their children to go to school.
  • Positive health habits such as bringing children
    to doctors even if they are not sick and giving
    them multivitamins. These parents had more
    holistic concepts of parenting and interacted
    with their children more in the following
    activities sharing stories, reading, talking
    about pictures, shopping, watching television,
    doing leisure activities, among others.

11
Childrens access to learning materials
  • This finding supports the value of exposing
    children to materials which could stimulate their
    learning at home, in preschool or day care
    settings and in the community of residence, in
    general.

12
PhCO's ECD to Primary Transition Initiatives
  • Target prospective grade one entrants and grade
    one pupils, along with their parents, teachers
    and other caregivers

13
Summer Learning Program
  • Offered to six year-old children who are about to
    enroll in Grade 1 and have no prior ECE exposure.
  • Objectives
  • Improve grade one entrants school readiness
    skills
  • Reduce levels of dropout and repetition among
    first grade pupils
  • Increase the skills of parents, teachers and
    other adult caregivers in providing educational
    stimulation and support to children transitioning
    to formal schooling

14
Summer Learning Program
  • The 7-week program focuses on skills and
    competencies in the areas which are deemed
    necessary for children to be more ready in
    tackling Grade 1 activities a) gross motor b)
    fine motor c) language d) socio-emotional e)
    cognitive and f) self-help.

15
Summer Learning Program
  • Trains community volunteer facilitators on the
    use of the Summer Learning Program Module.
  • Includes activities that parents will do with
    children at home to reinforce what they learned
    in the program sessions
  • Integrates parent education sessions, health and
    nutrition intervention such as height and weight
    assessment, deworming and dental service

16
Other features of ECD-Primary transition
Initiatives
  • School visits of children and families before
    school year starts
  • Training of Grade 1 teachers making schools
    ready

17
Costs of implementing Summer Learning Program
  • For each site (village)
  • SC support Includes training of facilitators,
    learning materials, community mobilization 180
  • Community counterpart includes allowance for
    facilitator 33
  • Estimated cost 213
  • Average 15 children/site
  • Cost/child 14

18
Local Partners
  • Local Councils for the Protection of Children
  • City/Municipal level
  • Barangay (Village) level

19
Maraming Salamat po!
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