Warraphat School Dual Language Program General Guiding Principle
A. On Child Growth and Development
- Every child is unique. Growth and development vary from child to child, for whom the first eight years of life are most vital. He/she has an innate desire to learn, and this is best done through meaningful and real experiences.
- Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults.
- The learning and development of every child involve a series of complex and dynamic processes that are best attended to in a more positive and responsive manner.
- The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies.
- 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 one’s family and community, including cultural and religious beliefs.
B. On Learning Program Development
- The learning program is child centered. It promotes the holistic way by which young children grow and develop, and recognizes the role of families and communities in supporting the child through various stages of growth and development.
- The learning program is appropriate for developing the domains, and must sustain interest in active learning of all young children including those with special abilities, marginalized, and/or those at risk.
- The learning program is implemented by way of diverse learning activities that may be enhanced with multimedia technologies such as interactive radio, audio/video clips, and computer-enhanced activities.
- The use of learning materials and other resources that are locally developed and/or locally available is encouraged. The mother tongue shall be used as the child’s language of learning.
C. On Learning Assessment
- Assessment is done to monitor learning, know where the child is at, and inform parents of the child’s progress.
- Assessment is crucial to identifying the child’s total developmental needs and does not determine academic achievement.
- Assessment is best conducted on a regular basis so that a timely response or intervention can be made to improve learning.
- The results of the learning assessment of a child shall be kept strictly confidential. Ratings should be more qualitative/descriptive and less numerical.
- The family and community must be informed of the general outcomes of learning so as to encourage further cooperation and partnerships.
D. DEVELOPMENTAL DOMAINS (and what to expect in each)
“Developmental domains” refers to specific aspects of growth and changes in children. These are represented by the ellipses to show interconnectedness in the holistic development of children. The contents of each developmental domain are defined by learning expectations, as follows:
- Socio-Emotional Development – Children are expected to develop emotional skills, basic concepts pertaining to her/himself, how to relate well with other people in his/her immediate environment, demonstrate awareness of one’s social identity, and appreciate cultural diversity among the school, community, and other people.
- Values Development- Children are expected to show positive attitudes, self-concept, respect, concern for self and others, behave appropriately in various situations and places, manifest love of God, country, and fellowmen.
- Physical Health & Motor Development- Children are expected to develop both their fine and gross motor skills to be efficient and effective movers when engaging in wholesome physical and health activities. They are also expected to acquire an understanding of good health habits and develop their awareness about the importance of safety and how they can prevent danger at home, in school, and in public places.
- Aesthetic/Creative Development – Children are expected to develop their aesthetic sense and creative expression through drawing, painting, and manipulative activities. Aesthetic development involves the love and pursuit of beauty in art, music, and movement, and creates opportunities for the creative expression of emotions, thoughts, feelings, and ideas.
- Mathematics – Children are expected to understand and demonstrate knowledge, thinking skills, and insights into patterns of mathematics, concepts of numbers, length, capacity, mass, and time through the use of concrete objects or materials, and to apply these meaningfully in their daily experiences. Children are provided with varied manipulative activities to help them see relationships and interconnections in math and enable them to deal flexibly with mathematical ideas and concepts.
- Understanding of the Physical and Natural Environment – Children are expected to demonstrate a basic understanding of concepts pertaining to living and nonliving things, including weather, and use these in categorizing things in his/her environment. They are also expected to acquire the essential skills and sustain their natural curiosity in their immediate environment through exploration, discovery, observation, and relate their everyday experiences using their senses (touch, sight, smell, taste, and hearing).
- Language, Literacy, and Communication – This domain provides opportunities on early literacy learning for self-expression through language using the mother tongue or the child’s first language. Children are expected to develop communicative skills in their first language. They are also expected to develop more positive attitudes toward reading, writing, and to view themselves as effective users and learners of language.