Kindergarten Curriculum Essay

I. INTRODUCTION The first twelvemonths of life be primal because what happens in beforehand(predicate) tykehood back tooth matter in a life condemnation. (Harvard, 2009) The Department of upbringing (DepEd) having been a strong advocate of primeval peasanthood genteelness has implemented various classs for pre instructors for decades now. The Department farther strengthens this through and through with(predicate) the inclusion of kindergarten in the K to 12 basic education programme in the country. DepEd believes Kindergarten is a transition st historic period between in bollock literacy and compriseal literacy ( govern 1-12).This is the period of greatest growth and suppuration, when the brain catchs or so rapidly, almost at its fullest. It is a period when walking, talking, self- esteem, vision of the world and moral foundations argon established. Children at this stage should be immersed with activities, games, and plays to natur all(prenominal)y acquire the sk ills/competencies steal for their holistic knowledge as emergent literate persons and be ready for formal instruct.According to guinea pig Association for the Education of Young Children (NAEYC) kindergarten is a critical year where kidskinrens experiences nurture supportive approaches to attainment and prepare kidskinren for the more than rigorous pedantic scenes of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the pupils use an engaging and fanciful computer program that is developmentally appropriate. Republic ACT 10157 also kn make as the Kindergarten Education movement which was signed into law by President Benigno Aquino III on Jan.20 makes kindergarten the first stage of compulsory and mandatory formal education. For public schools, the kindergarten education program will be free of tuition and other school fees. With the Kindergarten Education Act, the kindergarten education program will be comprised of atomic number 53 year of preschool education for churlren aged atomic number 23 and above. The act also pushes for the conceptualization and development of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches are always in line with modern trends in and issues on education.K to 12 curriculum sentinel Kindergarten magnetic variation as of January 31, 2012 1 K TO 12 KINDERGARTEN II. FRAMEWORK The Kindergarten course Frame determine draws from the doctrines and goals of the K to 12 Filipino Basic Education programme Framework. It is carewise aligned with National early on cultivation Framework (NELF). It iron outly depicts the developmental tasks and milestones of 5 to 6 year-olds and how educators can guide them to develop holistically. date 1. The Kindergarten computer program Framework K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 2K TO 12 KINDERGARTEN The framework is composed of two separate. The re ctangular figures show the teaching- discipline theoretical bases, line with the comprehensive festeringally Appropriate Practices (DAP), then moving up to the principles and trail to the approaches. The circle consists of three main components, (1) disciplineal scene of actions, (2) Learning Areas, and the (3) Curricular Themes. At the center is the Filipino nestling who is envisioned to be functionally literate and holistically verit sufficient. A.PRINCIPLES A developmentally appropriate curriculum is one that is age-appropriate, individually appropriate and socio-culturally appropriate ( NAEYC, 2009) This Kindergarten framework considers the developmental benchmarks of Filipino five-year-olds, recommends the use of strategies that address involve and interests of the scholarly persons, and uses the produce tongue as medium of instruction. Kindergarteners are constantly exploitation in the distinguishable populaces (cognitive, linguistic process, physical, creative a nd aesthetic, socio-emotional, and values and character).The National Early Learning Framework (NELF), formulated by the Early Childhood Care and Development Council, ingests the Filipino Child as the most important asset of the nation. NELF furthers its view of the Filipino Child as as a human existence who extols God, parents, and country is proud to be a Filipino honors the customs , traditions and healthy values of the spate, knows his/her basic rights respects other cultures and is competent to live in peace and harmony with all. Thus beginning at an early age the fry must be cared for and given all the opportunities to address catamenia developmental needs and prepare him/her for lifelong tuition.Kindergarten classrooms, therefore, should multi-level because kindergarteners will differ in their development in each domain. The watch outing are situations that a kindergarten teacher should put to mind. 1. 2. 3. 4. 5. 6. any classroom is a multi-level classroom every t eacher is a multi-level facilitator every learner is unique every learner has accompaniment in announceigence or intelligences every learner has his/her suffer learning styles every learner has his/her own feature needs a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide Kindergarten version as of January 31, 2012.K TO 12 KINDERGARTEN 7. every learner has his/her own particular wants and interests 8. every learning has a right to develop uniquely from the others This framework upholds the sixteen (16) global principles of the NELF as guides on (1) child growth and development (2) learning program development and (3) learning assessment development 1. ON CHILD festering AND increase The following are the general control principles on child growth and development 1. all child is unique. Growth and development varies from child to child of which the first six years of life are most vital.He/she has an inherent desire to learn and is trump done through m eaningful and real experiences. 2. Every aspect of growth and development is inter think and interdependent. The child needs to be nurtured in a good and feel for milieu that enhances healthy and dependable transactionhips with other children and most large adults. 3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and responsive manner. 4. The child must be encouraged to aspire beyond ones own level of achievements and to practice newly acquired competencies.5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development of self in the context of ones family and community including cultural and religious beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The following are the general guiding principles on learning program development 6. The learning program is child centered. It promotes the holistic way by which young ch ildren grow and develop and recognizes the routine of families and communities to support the child through various stages of growth and development.K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 4 K TO 12 KINDERGARTEN 7. The learning program is appropriate for developing the domains of development identified in the NELF and must sustain interest in active learning of all young children including those with special abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/ mental picture clips for learning areas. 9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged.10. The mother tongue shall be employ as the childs language of learning in the early years and shall be recognized as a bridge language of learning. 3. ON LEARNING ASSESSMENT The following are the general guiding principles on learning assessment development 11. Assessment is done to proctor learning, know where the child and inform parents of the childs progress. 12. Assessment is inseparable to identifying the childs total developmental needs and does not posit academic achievement. 13. Assessment is best conducted on a regular bag so that a timely response may be do to improve learning areas.14. The results of the assessment of learning of a child shall be kept strictly confidential 15. Ratings should be qualitative/descriptive and not only numerical. 16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and partnerships The framework espouses teaching-learning approaches that are constructivist, integrative, thematic, collaborative, i n q u i r y b a s e d and reflective, in order to be aligned with Developmentally Appropriate Practices, NELF and K to 12 Framework.K to 12 Curricu lum Guide Kindergarten version as of January 31, 2012 5 K TO 12 KINDERGARTEN B. portion 1 The Developmental Domains and Benchmarks/Expectations Component 1 shows the developmental domains represented by the six interlocked ellipses. They are arranged to form a flower in order to emphasize Eriksons epigenetic principle. This principle states that development happens through a gradual unfolding. The child is seen as being in the process of blossoming, a little like a rosiness bud, that should not be hurried, lest it loses its chance to fully develop.These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes (1) Physical Health, Well-being and beat back Development, (2) kindly-Emotional Development, (3) Character and determine Development (4) cognitive/ Intellectual Development (5) Language Development, and (6) inventive and artistic Development. The following are the six domains. 1. Physical Health, Well-being and Mot or Development refers to a childs physical growth, health and safety, and the development of skills related to the use of biggish and small muscle groups.Domain 1 sensible HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Sub-domain Physical Health Benchmarks/expectation from 5 to 6 year-olds The child demonstrates sufficient growth (weight, head circumference) The child has adequate sensory systems to participate in daily activities. The child has adequate formidability to participate in daily activities. The child shows control and coordination of body movements involving large muscle groups. The child can control and coordinate hand and thumb movements.o Copies a mere(a) pattern of contrasting basic ascertains o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc. ) without prompts o Draws a set up without prompts victimisation geometric forms o Colors with strokes staying within the lines The child participates in basic personal care routines o Feeds self-using fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and tying o Wipes/Cleans him/herself after a intestine movement 6 Gross Motor Skills Development Fine Motor Skills Development Personal Care and HygieneK to 12 Curriculum Guide Kindergarten version as of January 31, 2012 K TO 12 KINDERGARTEN o o Brushes teeth after meals without having to be told Washes and dries face on an individual basis without having to be told 2. Social Emotional Development refers to the childs ability to know ones self, exhibit and get word feelings, and relate to others. Domain 2 sociable AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression Benchmarks/expectation from 5 to 6 year-olds The child expresses dissimilar basic emotions.The child demonstrates ability to self see feelings/emotions and follows schedules as well as rules and regulations. The child comprehends and displays self-appraisal emotions (shame, pride, guilt). The child is receptive to the different emotions of other people and shows empathy. The child expresses knowledge of self and basic roles of people in his/her immediate environment. The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life.The child plays and has positive interactions with other children. The child has positive relations and interactions with adults. The child takes social cues from the environment and adjusts his behavior whence. The child recognizes and respects similarities and differences in people, language, culture. Emotional (Receptivity to another(prenominal)s Emotions) Social (Emerging gaining of Self) Social (Forming Attachments) (Interactions with Other Children) Social (Interactions with Adults) Social (Sensitivity) Social (Appreciating Diversity) 3.Character and set Development refers to a developing sagacity of justice and fairness, right and wrong, love and respect for different arenas of the childs life. Domain 3 CHARACTER AND set DEVELOPMENT Sub-domain Personal Values (Honesty) Benchmarks/expectation from 5 to 6 year-olds The child demonstrates frankness in haggling and in actions. 7 K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 K TO 12 KINDERGARTEN Personal Values (Responsibility) social Values (Love of Family) The child takes on responsibility and accomplishes these as best he/she can.o Does his/her share of work in the classroom o Does and finishes assigned tasks without prompting The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) Nationalism (Love of Community) Nationalism (Love of Country) The child shows respect for others, children, and adults alike. The child demonstrates reverence for others. The child opts for cooperative, non-aggressive means for achieving goals and resolving conflict. O Works well with others The child demonstrates knowledge and love for his/her communit y or neighborhood.The child shows respect and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremony o Knows name of country The child shows interest in and wonder at nature. The child demonstrates a caring attitude towards natures creatures and its resources. The child shows respect and love for the Creator. Spiritual (Appreciation of Nature) Spiritual (Care for Nature and Its Resources) Spiritual (Love for the Creator) 4. Cognitive/Intellectual Development refers to a childs ability to abstract, come across concepts and their logical relations, and to manipulate them to arrive at new ideas or conclusions.Domain 4 COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level Benchmarks/expectation from 5 to 6 year-olds The child is able to sustain attention and tone his operation at age-expected levels. 8 K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 K TO 12 KINDERGARTEN o Sustains attention and concentration on a tableto p activity for 15-20 minutes o crumb work on a school assignment with minimal supervision o Can work on a school assignment independently The child develops basic concepts pertaining to object constancy, space, time, quantity, seriation, etc.and uses these as the basis for extrapolateing how materials are categorized in his/ her environment. o Can tell which is the left(a) and right people facing him/her o Knows the difference between yesterday, today, and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of addition using finger or objects o Demonstrates concept of tax write-off using fingers or objects The child is able to translate the cause effect relationships. The child is able to recall people he has met, events, and places he has been to. The child is able to line verbal study in short and long term memory.o Can tell apart the days of the calendar week with some errors o Remembers lessons larn in school even after sever al days take on passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors The child is able to follow the logic of events (i. e. , reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. o Knows that certain elements remain the same even if their positions changes o Able to name what will happen next in a story o Can predict how a story will end half-way through The child is able to plan and organize a simple, familiar activity.o Can plan how he/she will carry out an activity without adult guidance The child is able to generate new ideas or concepts, or new associations between existing ideas or concepts. o Can draw things or scenes from experience but with no actual position or reference o Can draw or headstone things that do not exist in real life The child is able to shift to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions i n his/her environment, including line of work situations.Higher-Ordered Mental Abilities (Concept Formation) Higher-Ordered Mental Abilities (Cause-Effect Relationships) Memory (Memory for Experiences Episodic Memory) Memory (Memory for Concept-Based Knowledge semantic Memory Higher-Ordered Mental Abilities (Logical Reasoning) Higher-Ordered Mental Abilities (Planning and Organizing) Higher-Ordered Mental Abilities (Creative Thoughts) Higher-Ordered Mental Abilities (Cognitive Flexibility) K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 9K TO 12 KINDERGARTEN 5. Language Development refers to a childs ability to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing and counting. Domain 5 LANGUAGE, PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development communicatory Skills Development Pre-Reading and Pre-Math (Matching) Pre-Reading and Pre-Math (Rote Sequencing) Benchmarks/ expectation from 5 to 6 year-olds The child is able to understand both verbal and non-verbal forms of communication.The child is able to use haggle and gestures to express his thoughts and feelings. o Draw and tells a story about his drawing The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Copying Letters and Numbers) The child is able to recite the alphabet and amount in sequence. o Sings the alphabet song suddenly o Names more than 5 garner o Associates 2 letter with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds The child is able to copy letters and numbers.o Prints complete name without pretense o Prints upper case letters with a stumper with no reversals o Prints lower case letters with a standard with some reversals o Prints numbers 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a m odel and with no reversals o Prints numbers 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the childs awareness of and development of their innate talent and creative skills. The domain includes music, visual arts, fun, dance and creative movements.This domain is a recent addition because it is recognized as comparely important as the other five domains in the development of the young learner. Thus, the benchmarks and expectations particular to this domain are yet to be finalized. K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 10 K TO 12 KINDERGARTEN C. Component 3 The Curricular Themes Component 3 provides the curricular themes for integrating the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner.These curricular themes adheres to Brofenbenners Bio-ecological Theory, that defines layers of environment, each having an effect on a childs environm ent. 1. Myself concepts and ideas that serve the learners understand himself/herself better so that he/she will develop as an individual. 2. My Family concepts, ideas, practices that guides the child to be responsible and proud of himself and his family. 3. My School concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel and other members of the school.4. My Community concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will become functional and responsive member of the community. 5. more Things Around Me all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 11 K TO 12 KINDERGA RTEN III. OVERALL GOAL AND OUTCOMES A. general Goal Five-year old Filipino children will be prepared for life. B. Outcomes By the end of the KINDERGARTEN year, we will have children who are effective communicators in their mother tongues healthy and physically active respectful, honest, God-loving proud of themselves, their family, culture, heritage and country creative and appreciative of the arts, and caring of the environment inquisitive, enthusiastic and engaged learners. K to 12 Curriculum Guide Kindergarten version as of January 31, 2012 12 K TO 12 KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Transition mental imageTransition Paradigm Kindergarten Education generally addresses the different developmental domains of the 5-year olds. But, as mentioned earlier, the domains are amorphous or do not have shape hence learning areas are identified. The learning areas transition the domain- base curriculum of kindergarten to the content-based curriculum of grade 1 to 12. This design allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains CHARACTER AND VALUES DEVELOPMENT bank Content Standards Social Emotional Development Ang bata ay ? Kagandahang Asal ? ? ?Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin consummation Standards Ang bata ay inaasahang nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan sa kanyang ginagawa nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang sa kapwa nakatatanggap at naisasagawa ang mga itinakdang tungkulin nakapagpapakita ng pagmamalas akit sa kalinisan at kaayusan ng kapaligiran nakapagpapakita ng pagmamahal sa Panginoon nakikisali nang may sigla sa mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin ? ? ?Pagpapaunlad sa kakayahang sosyo-emosyunal ? ? Nakikilala at natatanggap ang nakapagpapahayag ng ibat ibang damdamin sa tamang paraan nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin nakauunawa at nakapagpapakita ng sariling emosyon nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao K TO 12 KINDERGARTEN emosyon ng ibang tao ? Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda ?Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan /Nakikiramay sa kalungkutan ng iba naka pagsisimula ng laro naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay nakikilala ang mga kasapi ng pamilya nailalarawan ang ibat-ibang bahagi ng bahay natutukoy ang mga tao sa paaralan natutukoy ang mga lugar sa paaralan natutukoy ang mga katulong sa pamayanan(community helpers)Natutukoy ang mga lugar sa pamayanan naipapakita ang paggalang sa pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa ?Pagkilala sa sarili bilang kabahagi ng pamilya ? Pagkilala sa sarili bilang kabahagi ng paaralan ? Pagkilala sa sarili bilang kabahagi ng pamayanan ? Pagkilala sa sarili bilang kabahagi ng bansa Domains HEALTH, WELL-BEING AND MOTOR DEVELOPMENT beach Content Standards Physical Education and Health The learner Health ? acquires and practice sound health habits ? acquires attitudes, knowledge, and skills about physical activity for maintaining physically fit lifestyles Safety ?identifies and practices appropriate K to 12 Curriculum Guide experience version as of January 31, 2012 accomplishment Standards The learner demonstrates health habits that keep their bodies clean and sanitary. shows sufficient energy to participate in daily activities (Physical Fitness) demonstrate safety practices at home, in school, at the playground and 15 K TO 12 KINDERGARTEN safety procedures ? demonstrates fundamental common ride skills properly ?Demonstrates competence in various fine motor skills ? demonstrates sensory perceptual skills the neighborhood. demonstrates locomotor skills such as walking, running, skipping, jumping arise correctly demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending correctly.demonstrates receptive and projective (manipulative) skills such throwing, catching, bitch correctly demo nstrates fine motor skills such as cutting, writing, drawing, using spoonful and fork correctly demonstrates awareness of the position and movement of ones body. (Body awareness) demonstrates visual discrimination skills like, identifying same and different, missing parts, which does not belong (Visual Discrimination) creates representations like shapes, letters, pictures (Form perception representations)Physical Education Sensory-perceptual Domains CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner ? appreciates the beauty of nature Exposure ? appreciates the different art forms (music, dance, drama and visual arts) ? evaluates music, dance, drama and visual arts ?uses a variety of materials, tools, techniques and processes in the arts (music, dance, drama and visual art)Performance Standards The learner observes things and occurrences in nature shows interest in examining various things found in nature identifies the various art forms demo nstrates interest and enjoyment in viewing, and listen to artistic performances and works of art chooses music, dance, drama and visual art that they favour describes the characteristics of music, dance, drama and visual art that they prefer participates in the creation of music, dance, drama and visual art creates visual arts using different materials creates circle responds to different beat, pitch, melody, dynamics, tempo, mood, dynamics using creative movement role plays a story.Evaluation Production K to 12 Curriculum Guide Science version as of January 31, 2012 16 K TO 12 KINDERGARTEN Domains LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner ? ? ? ? ? ? ? ? ?discriminates sounds listens for directions listens to stories expresses oneself asks and answers questions shares information tells stories gives directions analyzes meaning sounds (Phonemic Awareness) Performance Standards The learner distinguishes different types of sounds follows simple directions comprehends simple and familiar stories increases his/her vocabulary for describing things and expressing ones feelings answers and responds to questions accordingly increases his/her vocabulary in sharing information narrates simple and familiar stories gives simple directions Identifies and distinguishes sounds distinguishes vowel and consonant sounds blends and segments words blends and segments words matches letters to their sounds (and vice versa) recognizes and name calling all uppercase and lowercase letters of the alphabet.Decodes basic sight words identifies common words understands that printed materials provide information reads using correct directiveness reads using proper intonation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases using a mix of invented and conventional spell writes words and phrases using manuscript form composes own stories with a cl ear beginning, middle and end composes own stories using pictures composes informational/factual texts using own words composes information/factual texts using illustrations Speaking Reading ? decodes words ?Demonstrates book knowledge and print awareness ? comprehends simple texts Writing ? writes using the correct mechanics ? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science version as of January 31, 2012 17 K TO 12 KINDERGARTEN Domains COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner ? begins to understand the relationship between numbers and quantities up to 10. ? begins to understand, to describe simple addition and subtraction, and to use them to reckon problems.The learner recognizes sets of objects up to 10 compares two or more sets of objects up to 10 recognizes, represents, matches, names, reads, counts, and writes whole numbers up to 10 compares and orders whole num bers up to 10 uses the words put together, add to, and plus to understand the concept of addition uses the words take away and minus to understand the concept of subtraction uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10 uses concrete objects to determine answers to addition and subtraction problems divides a whole into two or four equal parts. explores the environment to observe, identify, describe, and compare 2- to 3- dimensional objects compares shapes, sizes, and positions of 2- to 3-dimensional objects uses manipulative to create 2- to 3-dimensional objects observes sunrise and sunset to tell the time of the day (morning, noontime, evening) tells the number of days in a week and the months in a year measures and compares the length, mass, and qualification of familiar objects using non-standard units participates actively in gathering information about objects or events in their environment. makes a gr aph or chart based on the information collect answer questions about the graph or chart Performance Standards trading operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the concept of dividing wholes into equal parts. ? begins to identify the common 2- to 3dimensional objects in the environment and describes their shapes, sizes, and positions. ? understands the concept of time, length, mass and capacity and the nonstandard units to ?Measures them. ? starts to make a graph or chart based on the information gathered about objects or events in their environment. Statistics K to 12 Curriculum Guide Science version as of January 31, 2012 18 K TO 12 KINDERGARTEN Strand SCIENCE Content Standards The learner The learner Performance Standards Scientific Thinking and Practice understands the processes of scientific investigations uses observation and wondering(a) skills in the science inquiry asks and answers questions about purlieu and share fi ndings with classmates records observations and entropy with pictures, numbers and/or symbols People, Animals and Plants.Knows the similarities and differences of living things knows that living things are made up of parts that have specific functions knows the changes in living things over time Earth (Weather) knows that weather changes and that it affects people People identifies the similarities and differences of people identifies the body parts of living things and its specific functions identifies the five senses and how they are used uses the senses to observe surroundings and classifying objects observed.