DAY 1 Matatag Kinder

DEPED
MATATAG CURRICULUM
KINDERGARTEN
PRESENTED BY
MARIE YVETTE C. ALCAZAR

THE
CURRICULUM
FRAMEWORK
CURRICULUM • Foster development of learners’ identity, social and emotional
GOALS development, cognitive ability, physical heath, and positive
attitudes.
• Develop learners’ 21st century skills.
• Provide learners with engaging experiences.
• Provide learners with opportunities to enjoy DA activities.
• Stimulate learners’ intellectual ability, creativity,
communication, and critical thinking skills.
• Enhance learners’ spirit of teamwork through collaborative
activities.
• Foster learning experiences and content that are nationalistic
and culturally responsive, also relevant to the learner.
CURRICULUM DESIGN PRINCIPLES
Learner- Learning-
Integrated
centered centered
Developmentally
Play-based Nationalistic
Appropriate
PHILOSOPHICAL UNDERPINNINGS
Every school is a home.
The curriculum is learner and learning-centered, integrated, developmentally appropriate, play-based and
nationalistic.
Filipino Kindergarten learners are active.
The Kindergarten teachers guide, support, and encourage their learners in honing creativity, talents, and skills to
reach their full potential.
The families of Kindergarten learners share the responsibilities of supporting and providing opportunities for
learning engagement.
The community supports networks, engagements for parents, resources for teachers and learners, and
collaboration in schools and other stakeholders.
STRUCTURE AND PURPOSE OF THE
KINDERGARTEN CURRICULUM
CURRICULAR THEMES
CURRICULAR THEMES
1 2 3 4
Knowing Who Exploring our Appreciating Caring for our
We are and Community our Country World
Our Families
1. Literacy, language, and communication DEVELOPMENTAL
DOMAINS
Learners are expected to develop communicative

skills in their first language. They are also expected to
develop more positive attitudes toward reading and
writing, and to view themselves as effective users
and learners of the language. This domain provides
opportunities for early literacy learning for self-
expression through language using the mother
tongue or the child’s first language as a literacy
resource.
2. Socio-Emotional Development. DEVELOPMENTAL
DOMAINS
Learners are expected to develop emotional skills,

basic concepts pertaining to themselves, how to
relate well with other people in their immediate
environment, demonstrate awareness of one's social
identity, and appreciate cultural diversity among the
school, community, and other people.
3.Values Development DEVELOPMENTAL
DOMAINS
Learners are expected to demonstrate positive

attitudes, self-concept, respect, concern for self and
others, behave appropriately in various situations
and places, and manifest love for our creator,
country, and fellowmen.
4. Physical Health and Motor Development DEVELOPMENTAL
DOMAINS
Learners 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 protect themselves from harm at home, in
school, and in public places.
5. Aesthetic/Creative Development DEVELOPMENTAL
DOMAINS
Learners 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.
6. Cognitive Development DEVELOPMENTAL
DOMAINS
• Develop thinking skills into patterns and concepts
of math and apply them meaningfully in their daily
experiences to see relationships and
interconnection.
• Demonstrate understanding of basic science

concepts and use these these in categorizing
things in their environment.
• Acquire the essential skills and sustain their

natural curiosity in their immediate environment.
RATIONALE • Basic Education Report 2023
AND • Extensive research on ECE
INFLUENCES
• MATATAG Basic Education Agenda
ON THE
CURRICULUM • Highlight emergent literacy and numeracy skills
STRUCTURE
EMERGENT LITERACY KNOWLEDGE AREAS
• Oral Language
• Print Awareness
• Book Knowledge
• Alphabet Knowledge
• Phonological Awareness
DEVELOPMENT OF THE 21ST CENTURY SKILLS
CREATIVITY CRITICAL COMMUNICATION COLLABORATION

THINKING
CREATIVITY
Children have an intrinsic sense of wonder and

imagination. They are capable of expressing their
thoughts and feelings in many forms. The learners
are provided opportunities for play and meaningful
experiences as avenues to unlock the potential to
innovate and be creative. In this way, their ideas
become unique solutions to obstacles encountered.
CRITICAL THINKING
Children engage in problem-solving when they try

different solutions until they find one that works.
They can notice, consider, and apply an answer to
a dilemma. With a variety of problem-solving
techniques, a learner can develop critical thinking
skills. These techniques include sorting,
categorizing, comparing, grouping, and utilizing
logic and reasoning to carry out a plan in order to
achieve a goal in both common and innovative
ways.
COMMUNICATION
Children acquire an understanding of themselves and their

environment through communication. The skills that
learners acquire include speaking, listening, telling stories,
and exchanging ideas. According to a number of studies,
early literacy success is directly correlated with strong
communication abilities. Strong patterns of verbal and non-
verbal communication are also supportive of a healthy
sense of self and social abilities. The more skillfully a
learner converses at an early age, the simpler it will be for
them to comprehend what they read in the future.
COLLABORATION
Children develop skills for working with others and

forming friendships through collaboration. Learners
initially observe others before sharing or playing
with one another. They become conscious of the
thoughts and feelings of others as they interact and
become motivated by acceptance when they
participate in cooperative activities. Kindergarten
learners develop respect for others, make
compromises, and appreciate others’ perspectives
and abilities.
SOCIAL ISSUES AND GOVERNMENT THRUSTS
The Kindergarten curriculum:

• adheres to Children’s Rights
• recognizes one’s uniqueness amidst
diversity
• gives emphasis on the shared
responsibility among families,
networks, and other stakeholders.
PEDAGOGIES
PEDAGOGICAL APPROACHES
Constructivist Play-based Inquiry-based

Approach Approach Approach
Collaborative Reflective
Approach Approach
TIME ALLOTMENT
Suggested Daily Activities Suggested Time Allotment per class

Arrival Time / Free Play
Meeting Time 15 mins
Circle Time 1 45 mins
Supervised Recess 15 mins
Quiet/Nap time 10 mins
Circle Time 2 40 mins
Indoor/Outdoor Play 35 mins
Wrap-Up Time 20 mins
Dismissal Time
Total 180 mins or 3 hours
THE KINDERGARTEN CURRICULUM GUIDE
THANK YOU!

DAY 1 Matatag Kinder

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DEPED

MARIE YVETTE C. ALCAZAR

Every school is a home.

Filipino Kindergarten learners are active.

Learners are expected to develop communicative

Learners are expected to develop emotional skills,

Learners are expected to demonstrate positive

Learners are expected to develop both their fine and

Learners are expected to develop their aesthetic

• Demonstrate understanding of basic science

• Acquire the essential skills and sustain their

CREATIVITY CRITICAL COMMUNICATION COLLABORATION

Children have an intrinsic sense of wonder and

Children engage in problem-solving when they try

Children acquire an understanding of themselves and their

Children develop skills for working with others and

The Kindergarten curriculum:

Constructivist Play-based Inquiry-based

Suggested Daily Activities Suggested Time Allotment per class

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