BLOCKS OF

TIME
 OBJECTIVE:
• To gain a better understanding of the
routines within the blocks of time and how
these develop cognitive and socio-
emotional competence.
WHAT ARE THE
BLOCKS OF TIME IN
KINDERGARTEN?
 BLOCKS OF TIME ESTIMATED NUMBER OF MINUTES

ARRIVAL TIME 10
MEETING TIME 1 10
WORK PERIOD 1 45
MEETING TIME 2 10
RECESS 15
QUIET TIME 10
STORIES/RHYMES/SONGS 15

WORK PERIOD 2 40
INDOOR/OUTDOOR GAMES 20
MEETING TIME 3 5
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes
ARRIVAL TIME 10 Period of individual, peer, group - Fine motor skills
exploration of the different play such as scribbling,
areas or activity centers in the drawing, building
classroom while waiting for the with blocks, molding
other children to arrive figures using play
dough
- Language literacy
and communication
skills such as
greetings and polite
expressions
- Socio emotional
skills such as
autonomy, working
with others and self-
Arrival Time
• Signals beginning of the day
• Sets the tone for how the day will go
for the children
• Should support children’s sense of
belonging and ownership of the
classroom
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes

MEETING 10 Introductory of - Language,

preparatory activities Literacy and
TIME 1 for the day which Communicatio
n skills such
includes:
as following
• Class circle for instructions,
teacher-guided expressing
recitation(e.g, ideas,
prayer, songs, etc.) participating
• Teacher-led physical in
activities conversations
Meeting Time
• Time when the teacher and the children come together
as a community
• Time when teacher and children build trust, acceptance
and support
• Time for children to share their stories, questions and
comments
• Important literacy and math skills are developed
Teaching with the Calendar
Marso 2017

Linggo Lunes Martes Miyerkules Huwebes Biyernes Sabado

1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22
Walang
pasok
Weather Graph
Teaching with The Daily Message
In the beginning of the school year, keep the message
very basic and use the same language pattern every day:

Magandang umaga, Kinder-Unity!

Ngayon ay Miyerkules.
Ngayon ay maaraw.
Ngayon, pag-uusapan natin ang ating katawan.
Ano-ano ang mga bahagi ng iyong katawan?
As the year progresses, we may start leaving blank spaces
for children to fill in words or parts of words

___agandang umaga, Kinder-Unity!

Ngayon ay ___iyerkules.
Ngayon ay ___aaraw.
Ngayon, pag-uusapan natin ang ating katawan.
Ano-ano ang mga bahagi ng iyong katawan?
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes
- Language, literacy
WORK 45 Children work in and Communication
Skills to develop
small groups, in more positive
PERIOD pairs, or
attitude toward
reading, writing and
to view themselves
1 individually on as effective users
and learners of the
either teacher- language.
- Work and study skills

assigned or such as the ability to

accomplish tasks
within allotted time,
child-initiated ability to stay
focused.
activities.
For children to succeed in WP:

• Make decisions
• Carry out plans
• Cooperate
• Share with others
• Problem-solve
Role of the Teacher
• Observe children
• Listen to the talk that’s going on
• Ask questions in order to extend what children already know
• Show what to do when help is needed (modeling)
• Support first attempts
• Participate in activities
• Talk and have discussions with your students
• Help students make discoveries and connections by allowing
them to play independently
Documentation of Observation
• Anecdotal records
• Work samples
• Checklists
• Rubrics
• Portfolios
SAMPLE CHECKLIST:
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes

MEETING 10 The children are at -Language,

once again Literacy and
TIME 2 gathered by the Communicati
teacher as a whole on Skills
group. Also a time such as
to prepare for following
washing hands instructions,
before eating recalling
snacks. information
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes

Nourishing break Personal

RECESS 15 for the learners. Autonomy or
self-help skills
Proper etiquette (feeding self,
for eating will be use of
part of the utensils, etc.)
teacher’s Fine motor
skills such as
instruction as this opening lids
break is and
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes

During this time, Following

QUIET 10 children can rest instructions
TIME or engage in
relaxing activities.
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes

STORIES/ 15 This is a Language,

Literacy and
RHYMES/ teacher-guided Communicatio
POEMS/ interactive read- n skills such
aloud activity as recalling
SONGS story details,
for stories, relating
rhymes, poems personal
and songs experience to
the story
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes

Children work in Cognitive skills

WORK 40 such as
small groups, in identifying
PERIOD pairs or attribute of
objects match,
2 individually on sort, arrange
either teacher- objects in
sequence
assigned or according to a
child-initiated specific attribute;
reasoning and
activities.
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes

Activities include Gross and Fine

INDOOR 20 motor skills such
sports, simple
/OUTDOOR athletics,
as balancing,
running,
GAMES movement throwing and
catching
activities and Receptive and
outdoor games Expressive
Language skills
such as
following
Why Make Children Move?
• Movement allows children to connect concepts to
action and to learn through trial and error.
• Memory and movement are linked, and the body is a
tool of learning, not a roadblock to or a detour away
from it.
• The brain learns best when having fun. When children
are having fun, learning happens effortlessly.
 Sample Competencies
Number of Description of Learning Activities
Block of Time linked to daily Routine
Minutes

Children are given Language, Literacy

MEETING 5 time to pack away. and
TIME 3 Teachers synthesize
Communication
skills such as
the children’s learning expressing
experiences. feelings, describing
experiences,
Reminders and following
learning extensions instructions, etc.
are also given during Self-help skills
such as packing
this period. own things, return
things to the
 TRANSITIONS
STRATEGIES BEFORE STRATEGIES DURING STRATEGIES AFTER
BETWEEN
TRANSITION TRANSITION TRANSITION
BLOCKS OF TIME
Teacher sets expectations on Teacher reminds children Children return to the
how to proceed; about expected behavior Meeting Area
and about rules
Calls children one group at a Teacher thanks children
From previous block time to get their snacks and who are able to meet
of time to Recess choose a table to eat in expectations

Daily schedule is prominently

displayed on the board

Discussion in the Meeting Teacher plays the guitar to Teacher sits with children
Area set the tone for Quiet
From Recess to
Time
Quiet Time
Teacher gives reminders and
sets expectations
Provides verbal cues such as, Counts with children Sings “Ang lahat ay
Quiet Time to Story
“Huling 10 bilang.” maupo…”
Time
TOTAL TIME IN KINDERGARTEN
CLASS:

180 MINUTES
 DIVISION
MONITORING TOOL
 Not
AREAS OF OBSERVATION Evident
Evident
1. Awareness of DepEd Order # 47, s. 2016
and
DepEd Order 20, s 2018
2. Awareness of the KINDERGARTEN
Curriculum
Framework
3. Presence of Kindergarten Curriculum
Guide (KCG),
TG and LMs
4. Mother Tongue as the Primary (MTOL)
5. Presence of the Appropriate and
Accurate Blocks
of Time
6. Presence of the following: (Basis: DO 8,
s. 2015)
a. ECD checklist
b. Portfolio
c. Teacher-made tests
d. Customized Tool (For Private Schools
only)
7. Presence of Learning Resources and Instructional
Materials
a. Manipulative Toys
(e.g. tables blocks, lacing beads, tangrams, counting frame, picture dominoes, jigsaw puzzles, and counters
(such as stones, shells, seeds, bottle caps, leaves and twigs)
b. Activity cards/ board games
(e.g. cover all and call out games: uppercase letters, lowercase letters; colors, numbers, shapes;
connecting games, picking up games, etc.)
c. Learner’s Material (Readiness Activity Sheets)
and Teacher-made activity sheets
d. Books
(read-aloud books or big books, small books, picture story books,
wordless picture books, concept books, board books etc.)
e. Open-ended sensory materials (sand & water, clay)
f. Multimedia & computer-aided materials/songs,
movies in CD/DVD interactive educational games
g. Indigenous instructional materials or locally
produced or parent made toys & play equipment
8. Appropriate Learning Space and
Environment
A. Classroom
A.1 The standard classroom size is 7m X
9m
A.2 Teacher-classroom ratio is 1:1
A.3 Classroom must be located at the
ground
floor, and must be next to the
nearest
entry and/or exit access points
B. Furniture & Equipment
B.1 Minimum requirements
o5 tables & 30 chairs
o1 set if Teacher’s table & chair
o1 Teacher’s cabinet
o1 open shelf for the manipulative toys
o1 open shelf for storybooks
o1 open shelf for the Learner’s Materials
o1 unit cubby for the learner’s personal belongings
o1 unit ceiling fan
o2 units wall fan
B.2 Awareness of DepED Order 93, s. 2009
Enclosure 4.1-4.6
(Technical specifications of basic school furniture)
B.3 Multifunctional blackboard or
whiteboard should consider the eye level
and reach of children
B.4 Water sanitation and hygiene facilities
such as toilet, bathroom and handwashing
facilities must be suitable to the height of
the kindergarten children
B.5 Proper and adequate lighting with two
(2) 40 watts fluorescent lamps & one
(1)
wide window
B.6 Emergency equipment and tools should
be present inside the classroom (e.g. fire
extinguisher, flashlights & whistle), as
well as medical kit (e.g. bandages, gauze,
antiseptic solution and basic medicines
C. Activity Corners
C.1 Personal Care and Grooming
(e.g. mirror, comb, towel, toothbrush, soap, toiletries, nail
cutter, tissue paper, etc.)

C.2 Language Arts Corners

- books and other reading materials
displayed on open shelves
- area should be covered with mat or
carpet, have pillows & small stuffed toys
C.3 Sensory-Perceptual & Numeracy Skills
Corner
- science and mathematics corner
(e.g. magnifying glass, counters, books,
number cards, native tables, etc.)

C.4 Motor-Creative Development Corner

- percussion instruments
(e.g. tambourine, castanets, xylophone, woodblock)
C.5 Work Area/Activity Area
- tables, chairs, arts and school supplies

C.6 Dramatic Play/Free Play Area

- house old play items, costumes or dress
me up items, etc.
D. Play Area
- Outdoor space with a minimum lot area of
360 square meters. This would allow the
kindergarten to run, climb, jump, hop, skip,
slide, creep, crawl, swing or throw and catch.
Adherence to the Standard Teacher–Pupil
Ratio(1:25)
Organized Learning Action Cell (LAC)

Involvement of Learning Facilitators from the community

100% attendance of pupils (Enrolment)

Approved Classroom Program

Administered Pre-ECD Assessment during OBE as evidenced by Pre-ECD

Tool (in June)
Administered Post-ECD Assessment as evidenced by Post-ECD Tool (last week
of February to 1st week of March)
 It has been said that we learn:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what is discussed with others
80% of what we experience personally, and
95% of what we teach to someone else.
-Ekwall & Shanker, 1988-
THANK YOU!
KINDERGARTEN CURRICULUM
FRAMEWORK
 Basa Pilipinas

Kindergarten Curriculum Framework

System of
Implementation

Principles
44