Early Childhood Education Play

1. Republic of the Philippines
EDUC. 712 CURRICULUM DEVELOPMENT & SUPERVISION OF
INSTRUCTION IN EARLY CHILDHOOD EDUCATION
Submitted to:
DR. VICTOR A. YBAÑEZ
Professor
Submitted by:
CONIE LIEZL N. SUSON
Dev. Ed. D- ECE student

2. CURRICULUM
INTEGRATION
By:
CONIE LIEZL N. SUSON
DEV. ED. D student
PRESENTOR

3. What is curriculum?
The term curriculum refers to the lessons and
academic content taught in a school or in a specific
course or program. In dictionaries, curriculum is
often defined as the courses offered by a school, but
it is rarely used in such a general sense in schools.
In education, a curriculum (/kəˈrɪkjᵿləm/;
plural: curricula /kəˈrɪkjᵿlə/ or curriculums) is
broadly defined as the totality of student
experiences that occur in the educational process.

4. CURRICULUM USED IN DEPED
•BASIC EDUCATION CURRICULUM (BEC)
•REVISED BASIC EDUCATION
CURRICULUM (RBEC)
•K to 12 CURRICULUM

5. WHAT IS CURRICULUM INTEGRATION?
• The implementation of integrated curriculum,
teachers help kids see the connections and
relevance between subjects.
• Integrated curriculum is a student-centered
approach to teaching. In teaching with an
interdisciplinary approach, students are often
given a choice, making the subject inherently
more meaningful.

6. CAN BE INTEGRATED IN LESSONS
• VALUES EDUCATION
•DISASTER RISK REDUCTION
•DRUG EDUCATION

7. VALUES EDUCATION
• Values Integration is a channel
of values development through the
teaching-learning activities in the
different learning areas. The starting
point of values integration is the
nature of the learning areas and their
unique contribution as bodies of
knowledge.

8. DISASTER RISK REDUCTION

9. DISASTER RISK REDUCTION
1.STORY TELLING
2.PLAY
3. CHANT
4.NURSERY SONGS

10. DRUG
EDUCATION

11. PRETEND AND
CONSTRUCTIVE PLAY

12. PRETEND
PLAY
• This form of play is known as symbolic or “imaginary” play.
• Example: Playing with dolls, playing dress-up, pretending to be a fireman, having a tea party, etc. are all
forms of pretend play.
• Use your child’s favorite toys to find ways to facilitate pretend play.
• Whether it is taking a doll to the store or dressing up as his/her favorite character, pretend play is a great
way to practice communication skills, imaginative play, and learning about emotions.
• How you can help?
• You can encourage your child to take part in pretend play by offering to play together.
• For example, you can take a toy doll and rock it in your arms and say “Shhh” in order to tell your child
that everyone must be quiet since the baby is sleeping. Another idea is to tell your child that you are very
hungry. You can ask him/her to cook you dinner in the toy kitchen. There are many great activities that
you can play together with your child in order to facilitate pretend play.

13. •Constructive play:
• Using objects or materials to form a new object is
known as constructive play.
• It requires “building” towards a goal that was set
before starting the activity.
• -Example: Many children enjoy building with
blocks or legos as a form of constructive play.
• How you can help-?
• At this stage, you can tie in language by talking
about the color, size and shape of objects. You can
also sing the rhythm to the London Bridge song by
altering it to, "Build a tower up so high up so high
up so high, build a tower up so high and knock it
down." Constructive play is a great time to target
core vocabulary words such as adjectives (higher,
up), verbs (fall down, build), prepositions (on-top),
and nouns (colors, numbers).

14. WHAT IS A PROJECT APPROACH?
•The Project Approach, a specific kind of project-
based learning, brings a number of advantages to
any classroom and represents best practices in
21st-century education.
•It fits securely within both a long history of
innovative teaching and learning practices—dating
back, at least, to the 16th century—and within the
framework of today’s growing body of research on
what students need to find success and fulfillment
in the current (and future) world.

15. The Project Approach refers to a set of teaching strategies that enable
teachers to guide students through in-depth studies of real-world topics.
Projects have a complex but flexible framework within which teaching and
learning are seen as interactive processes. When teachers implement the
Approach successfully, students feel highly motivated and actively involved
in their own learning, leading them to produce high-quality work and to
grow as individuals and collaborators.
A project, by definition, is an in-depth investigation of a real-world topic
worthy of a student’s attention and effort. The study may be carried out
with an entire class or with small groups of students—most often at the
preschool, elementary, and middle school levels. Projects typically do not
constitute the whole educational program; instead, teachers use them
alongside systematic instruction and as a means of achieving curricular
goals.

16. CONSTRUCTIVIST-BASED Theoretical Framework The Project Approach
beliefs:
•All children come to school with a quest to understand their experiences; all children want
to learn.
•School is life, and teachers and students should experience their time in school as real life
rather than seeing these two as separate and unrelated spheres.
•Students construct their own knowledge but also need teachers to facilitate and guide this
process.
•Students have diverse strengths, weaknesses, interests, and backgrounds, and
capitalizing on these differences enables students to learn from each other and to grow as
individuals.
•Students learn best when they have a positive self esteem and sense of purpose.
•Students learn through a mixture of first-hand observation, hands-on experience,
systematic instruction, and personal reflection.
•Teaching and learning are interactive processes.
•Social and emotional skills are as important as academic skills and knowledge.
•Classrooms are flexible learning spaces that support and adapt to student needs.