best practices of preschool education in the philippines?
545921
This website has the information you are looking for:\n\nhttp://www.childcareexchange.com/ece_orgs/wf_alliance.php
774145
http://www.library.cornell.edu/Asia/acc/acc_aug2003/Philippines.pdf\n\n:>peace
134407
i think it depends on which part in the philippines you're located at. but they obviously have the best schools in manila.
3219
I do, if the pre-school is really a school.  Often they are just daycare.  My daughter went to a Montessori pre-school and it was an excellent learning experience.  I would recommend checking out the local Head Start programs (some are better than others) if you do not want to pay or the Friends schools or Montessories in your area.
995887
what ever place you go to please check and visit with the teachers. Ask about the curriculum and what educational components that they offer. \n\nMost preschools should have advertisements for enrollment in newspapers.\n\nBe sure you are comfortable with your childs teachers.
242000
When the children first start primary classroom they start working with the:\n\npractical life materials to develop their concentration, coordination and order. They learn grace and courtesy. The teacher shows the child how to walk, how to carry a tray and how to set it down quietly. The child copies the teacher's behavior. \n\nThe second area of Montessori education is sensorial Sensorial materials are designed to convey an abstract idea in concrete form. The knobbed cylinders give the experience of widest diameter to the narrowest diameter, largest to the smallest, shortest and widest to the tallest and thinnest. The sandpaper tablets give the experiences of rough, rougher, roughest and smooth, smoother, smoothest. The pink tower demonstrates volume and size. The red rods show the concept of length, etc. \n\nThe materials involve use of hand. In the process of working with sensorial materials children acquire a broad knowledge in language and use it spontaneously in their life: dark, darker, darkest, etc. There will be substantial vocabulary enlargement in this area. \n\nThe next area of learning is language and then mathematics Children are being introduced to numbers and sounds of letters. The prepared environment with the materials in an ordered progression makes learning possible for the child. Our children also study many other areas such as geography, land and water forms, name of continents and countries. \n\nIn mathematics,our children are introduced to numbers and establish a solid basis for understanding the decimal system. \n\nAt the end of primary stage the children should have good knowledge of addition, subtraction, and multiplication and division. \n\nThe prepared environment and the trained teachers are provided for the child's self-discovery, however, learning is not forced upon children, they learn according to their own pace. \n\nIn a multiage Montessori classroom older children will develop their self-esteem by helping the younger ones, they also learn social responsibility. The younger children will learn tremendously from the older ones. \n\nThe multiage classroom strengthens social development. Montessori is a distinct and unique alternative to other school programs, both public and private. Perhaps the most prominent difference is the mixed age grouping. The teacher shares his or her role as educator with the older children in the classroom.\n\nThe older students help the younger ones with materials and work that they have already mastered. This process, in turn, helps the older children solidify their own knowledge, as the repetition reinforces the learning process. Maria Montessori says in The Child, Society, and the World, pp. 60;65 : \n\nThe material is a help because we have only one set of material in a class and if one child is using the piece that another child wants, the latter must wait until the first child has finished with it and put it back in its place…The children do not give the material to each other but always put it back in its place when they have finished. So they have an exercise in patience and respect for others. All these little things help. They bring sympathy and understanding. It gradually brings a real harmony which could not be given artificially. Maria Montessori says in The Child, Society, and the World, pp. 60;65
220043
"The best place to start gathering information on what will be expected of your <child> is the school that they will be attending. Most school corporations have a readiness checklist for children entering their kindergartens. You need this list because it will tell you the skills that the school expects your <child> to have when they enter kindergarten. Use it as a guide for getting them ready for school.\nHere is a checklist that you can use right now to see if your child meets the general expectations of most kindergartens. Your <child> should be able to do the following:\n\n\nspeak clearly enough to be understood\n\nknow their name, address, phone number, and parents' full names\n\nbe happy away from home\n\nhandle all their personal needs, such as going to the bathroom and tying shoes\n\nplay well with other children, share toys and games, and respect others' property\n\nmake simple choices\n\nexpress their own needs and wants in an age-appropriate manner\n\nfollow rules, especially safety rules\n\nfollow a series of three directions\n\nChildren who are well prepared for the academic side of school will be able to handle the following tasks most of the time:\n\ntell the right hand from the left\n\nuse crayons, paints, paste, and clay appropriately\n\ndraw rather than scribble\n\ntell or retell a story\n\nanswer questions about a short story\n\nlisten to a story for at least five minutes\n\nwork independently for five or more minutes\n\nlisten to a rhyme and hear similarities and differences\n\nrecognize similarities and differences in the sizes, shapes, and colors of objects\n\ncopy simple shapes\n\ncompare objects by size\n\nbounce and catch a ball showing the hand-eye coordination necessary for reading and math"
693906
Why not take advantage of the fact that they are young enough to reprogram them out of the typical "one size fits all cookie cutter" approach to learning? Have you looked into other methods along the home-schooling spectrum? I would pick up a few good books about home schooling elementary aged children and start getting creative instead of relying solely (if at all) on a packaged curriculum.
1004374
Just about anywhere. Most preschools are very short staffed.\nHere in Hawaii, however, you need a four year degree to be a teacher, or a very specialized two year certificate.\nMy wife is the trainer for a large group of preschools here, if you want more info - send me a message.\nAnd, yes, they are always willing to hire responsible men ... however, the scrutiny is very intense for men, as you might imagine.
522787
Manny foreigners are studying in Manila, i think they need permission from both parents if they're under-age... Contact the Philippine Embassy for more details....
582088
If you go online and type in preschool or preschool design or preschool classroom design you may find some good websites. Sunset used to publish a book about design for childrens rooms. Browse Amazon.com books for more book ideas.\nTaking ECE classes is the best but if you don't have time for that make appointments at several preschools, take you notebook and camera and do some research in person!\nGood Luck!
864029
http://forms.nextag.com/serv/main/buyer/education.jsp?nxtg=632c0a1c0501-985D7BC1289D94E1&product=100000141&search=online+child+development+course\n\nI hope that's what you're looking for.\nOtherwise, call one of the local day care centers.  I used to work in a couple different ones, and someone was always working on their CDA.
967239
Sorry, but I don't understand the question. Are you wanting information about what the director of a preschool program's job should be? If so, that can vary depending on what you mean. Is it strictly a preschool program or is it daycare? Is the director working directly with children or only administering the program?
499575
This excerpt is taken from "It Takes a Community - A Community Guide to the Sure Start Program"\n\nCurriculum\nThe curriculum is probably the single most important component of any educational program. Its primary goal is to provide educators with a framework for helping students become capable learners-that is, children who are skilled developmentally and are motivated to learn.\nSure Start has designated The Creative Curriculum for Early Childhood (Dodge & Colker) as the curriculum of choice. The underlying reason for selecting this curriculum is that it has a proven track record with Head Start programs and military Child Development Programs (CDP): over 18,000 Head Start grantees have successfully used The Creative Curriculum.; it is also the curriculum of choice at most military child care centers. The curriculum focuses on providing children with learning experiences that promote their socio-emotional, physical and cognitive growth. Using Piaget and Vygotsky’s theories of cognition, Erik Erikson’s writings on socio-emotional development, and principles of physical development as its foundation, The Creative Curriculum presents staff with a structure for helping each child grow according to his or her own individual timetable The context for learning in The Creative Curriculum is an environment that supports clearly defined learning activities. The curriculum features 10 activity areas through which instruction is introduced:\nBlocks\nTable Toys\nMusic and Movement\nArt\nBooks\nSand and Water Play\nHouse Corner\nOutdoors\nComputers\nCooking\nIn the curriculum, activities are discussed in terms of their importance to children’s development, what learning objectives are appropriate for children, how the environment can be structured to promote these activities, strategies that can be used to enrich and extend learning, and ideas for coordinating with parents. The goal of the curriculum is to provide guidance for planning, without prescribing a series of set lessons.\nTeachers are thus encouraged to build content around the experiences and interests of the children in their program so that learning takes place in a context that is meaningful to individual children. The Creative Curriculum for Early Childhood fosters creativity in both children and teaching staff. Being creative means thinking of new ideas, obtaining information by asking questions, learning through trial and error, and benefiting from mistakes. Children’s creativity is supported through an environment that encourages them to try out ideas and risk making errors. Teachers’ and Program Assistants’ creativity is supported by a curriculum framework that encourages them to be innovative and responsive to children. By focusing on both teaching staff and children, The Creative Curriculum provides a framework for development in an educational setting in which young children can thrive.\n\nTaken from http://www.dodea.edu/instruction/curriculum/ece/pubs/community/community-portrait.pdf (pages 10-11)\n\nTry looking at this website for a detailed look at the creative curriculum referred to in the above passage:\nhttp://www.teachingstrategies.com/pages/page.cfm?pageid=173
112148
I don't vouch for these schools but you can check them out.\n\nhttp://www.pinoywebsights.com/schools/\nhttp://www.findaschool.org/index.php?Country=Philippines\nhttp://dmoz.org/Regional/Asia/Philippines/Education/Organizations/
822997
I am an early childhood student teacher (preschool-3rd grade). I have worked in preschools and I have to say that I think 4 years old is a great time to start children in preschool. It seems that parents want their children to start so early, at 1 1/2-2 years old so that their child has a jump start on learning. That is great, however, children are not developmentally ready then. By 4 years old, children are beginning to form their own identity and are ready to go to a school environment away from mom and dad. Even at 4-years, some children struggle but at that age, children are ready and eager to start preschool. Before the age of four, I think parents should enroll their children in play groups so they have the opportunity to interact with children.   I also suggest giving your child 2 years of preschool so that your child will be 6 or close to turning 6 years old.\n\nI am 22 years old and my parents waited till I was 4 to send me to preschool because I had a summer birthday. I think that was the wisest move they made. If I would have been sent to preschool at 3, I would have been one of the youngest in my class.
285110
29 Filipino youth chosen as Ambassadors of Goodwill \n\n \n\nTWENTY-NINE of the country's finest youth leaders will sail the seas to tell Asia how great it is to be Filipino.  \n\n \n\nThis year's delegates to the 32nd Ship for Southeast Asian Youth Program (SSEAYP) are a group of talented students and young professionals chosen by the National Youth Commission from thousands of potential applicants from across the country.  \n\n \n\nThey were officially declared Philippine Participating Youths after undergoing a rigorous10-day pre-departure training in Pililla, Rizal in July 2005.  \n\n \n\nThe PPY's include Peterjo Salenda (Region1), Mark Theodore Baccay and Bethzaida Gamiao (Region2), Shierwin Taay and Jacquelyn Iglesias (Region3), Emil Layacan Jr. and Charina Carmen Cabading (Region4), Jyro Trivino and Rosie Avila (Region5), Robert Rodriguez and Nizette Monteblanco (Region6), Joeberth Michael Marti Ocao and Shiela Tuale (Region7), Merwin Kangleon (Region8), Michael Radi and Janine Michelle Cabato (Region9), Marvin Glenn Fernandez and Heidi Joan Calo (Region10), Rotchie Ravelo and Ria Florlynn Tumlad (Region11), Adillah Latiph (ARMM), Merinessa Dimaano (CARAGA), Ivan Baguilat and Yana Gail Castillo (CAR), and Roy Nicolas Molon Jr. and Stephanie Jane Dy Tiapco (NCR). \n\n \n\nThis year's National Leader is Ramon G. Lacbain II who himself was a participating youth in 1991 and who currently serves as vice governor in the province of Zambales. Taay, a provincial board member of Aurora province was voted by the delegation as Youth Leader while Monteblanco, a litigation lawyer in Iloilo City, was chosen Assistant Youth Leader.  \n\n \n\nAn annual cultural exchange program sponsored by the Japanese government, SSEAYP aims to promote friendship and mutual understanding among youth delegates from the 10 participating Southeast Asian countries and Japan.  \n\n \n\nThe Philippine delegation will join its counterparts from Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Singapore, Thailand, Vietnam, and Japan for two months on board the Japanese ship Nippon Maru.  \n\n \n\nActivities such as institutional visits and home stays in the participating countries, discussion groups, cultural presentations, and other goodwill exchanges are geared towards broadening international perspective and cultivating the spirit of Asian cooperation.  \n\n \n\nThe Philippine delegation this year is named PAGLAUM, a Visayan term for hope. PAGLAUM also stands for "PAGLAlakbay tungo sa UMaga" or a journey towards a prosperous tomorrow.  \n\n \n\nAnd because the Philippine delegation has consistently been regarded as an outstanding contingent in the 31 years of SSEAYP, the group, just like the previous batches, will undergo months of preparation, training and research prior to departure in November.  \n\n \n\nCome October, the delegation will mount a concert in Manila that would give SSEAYP alumni, friends, family, and sponsors a glimpse of the cultural presentations that would be presented on board the ship and in the host countries.