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Validation and Integration/Consolidation of the NCBTS-Based

Table of Specifications for LET


Feb 9-11, 2009
BEED Major in Preschool Education
These

The BEED major in Preschool Education includes 19 major courses corresponding to 57 units required by CMO 30 .
courses are grouped into three clusters as follows :
Cluster 1- Theories, Principles and Concepts. This includes courses that provide the necessary foundational knowledge about
preschool education.
Cluster 2- Content and MethodPedagoology. This includes courses that focus on the different learning areas and the
approaches, methods, strategies and techniques in preschool instruction.
Cluster 3- Applied Courses. This includes courses that appropriately apply , the principles from allied disciplines (such as
guidance , psychological testing, organization management and research) to preschool education.

This Table of Specification is anchored on the seven domains of the National Competency-Based Teacher Standards. The
general competencies formulated for each cluster aim to integrate the courses included. Furthermore, specific competencies for each
course are also indicated to unwrap the general competencies. Existing local and international standards were used as bench marks for
the specific competencies. The number found at the end of each competency refers to the specific NCBTS domain strand addressed by
the competency.

NCBTS Domain

CMO 30 Subject/Courses

Competencies

Cluster 1.Theories, Principles, and


Concepts
Social Regard for Learning
(Domain 1)

(Introduction to Preschool,
Characteristics of the Young Filipino
Learner, Preschool Curriculum,
Introduction to Special Education,
Trends and Issues in Preschool
Education)

General Competencies (Theories/Principles and Concepts)


Demonstrate a principled understanding of the learning
processes of young children and the role of the preschool
teacher in facilitating these processes (1.1)

Use ones knowledge of early childhood care and development


policies and standards to ensure the holistic development of
the children. (1.1)

Diversity of Learners
(Domain3)

Explain the importance of developmental domains and


academic (or content) disciplines in early childhood
curriculum. (3.1)

Learning Environment
(Domain 2)

create and maintain a learning environment that promotes:


(2.1)
o
o
o
o
o

Diversity of
Learners (3)

Personal Growth and


Professional Development
(7)

courtesy and respect for different learners


gender fair opportunities
safe and a healthy, psychological climate for learning
variety of learning experiences
provides timely feedback to reinforce appropriate
learners behavior

demonstrate understanding of young childrens


characteristics and needs, and of multiple interacting
influences on childrens development and learning, to create
environments that are healthy, respectful, supporting and
challenging for each child (3.1)

Use ethical guidelines and other professional standards


related to early childhood practice. (7.1)
Demonstrate knowledgeable, reflective and critical
perspectives on their work, making informed decisions that
integrate knowledge from a variety of sources (7.3)

Specific competencies (per subject)


Social Regard for Learning
(Domain 1)

Intro to Preschool Education

Personal Growth and


Professional Development
(Domain7)

Diversity of Learners
(Domain 3)

Characteristics of the Young Filipino

Acquire an in-depth knowledge and understanding of the


philosophical, historical, biological, psychological, and
legal bases of preschool education in the Philippines and
other countries(1.2)
Demonstrate knowledge of the diversity of settings, teacher
qualifications, types of employment, locations, etc. in the
early childhood field (1.2)
Select professional journals, websites, organizations, and
community agencies that support the early childhood
professional (1.2, 7.1, 7.2)
Identify the basic components of quality in early childhood
program setting
Identify the goals, principles and basic components of the
prominent, theoretical curriculum models ( DevelopmentalInteraction, Montessori, Academic-oriented, etc)
Demonstrate the personal characteristics of an effective
preschool teacher (1.1, 7.1)

Describe the characteristics of young Filipino infants along


the physical, cognitive, personal, social and moral
dimensions. (3.1)

Curriculum
(Domain 4)

Preschool Curriculum

Describe the characteristics of young Filipino toddlers


along the physical, cognitive, personal, social and moral
dimensions.(3.1)
Describe the characteristics of young Filipino preschoolers
along the physical, cognitive, personal, social and moral
dimensions.(3.1)
Describe the characteristics of young Filipino primary
schoolers along the physical, cognitive, personal, social and
moral dimensions.(3.1)
Draw educational implications based on the developmental
characteristics of infants, toddler, preschoolers and primary
graders (3.1)

Plan and develop developmentally appropriate curriculum


guided by the characteristics of a good early childhood
curriculum (4.4)
Compare and contrast current curriculum models
( academic-oriented curriculum, direct instruction model,
head start model, Montessori method, project approach,
reggio emilia approach, high scope, bank street approach,
etc ) and draw implications for teaching. (4.1, 4.4)
Describe different curriculum frameworks (thematic,
integrated, learning centers , domain-based, etc.), and how
activity plans are written using these frameworks
(4.1,4.2,4.3)
Demonstrate adequate understanding of the principles and
theories of early childhood development and their
implications to education
Explain basic principles in planning developmentally
appropriate curriculum in the following developmental
domains: cognitive , socio-emotional, physical, aesthetic,
and language
Utilize the different strategies in implementing small group

Diversity of Learners
(Domain 2)

Introduction to Special Education

Personal Growth and


Professional Development
(Domain 7)

Trends and Issues in Preschool Education

activities (sensory engagement, environmental cues, task


analysis, behavior reflection, paraphrase reflection, effective
praise, guided practice, questions, silence, etc.) that develop
enthusiastic and engaged learners (4.1,4.4)
Utilize different strategies in implementing large group
activities (routines, music time, story-telling, reading aloud,
authors chair, brainstorming, reporting, etc.) that promote
discovery and exploration (4.1,4.4)

Demonstrate basic knowledge of legislation and regulations


pertinent to special education in the world , in general; and in the
Philippines in particular
Describe best practices and elements for inclusive preschool
education (3.1)
Describe the causes, classification, and characteristics of
developmental disabilities
Demonstrate the proper use of screening and diagnostic
instruments used with young children with developmental
disabilities (5.2)
Determine strategies how to work effectively with a multi
disciplinary team in planning appropriate educational programs
involving parents, school and community resources (6.1)
Explain trends in preschool education (multiple intelligence,
teaching multi-age, multicultural teaching, parental involvement,
peer teaching, and emergent literacy) (7.3)
Analyze the current trends in preschool education. (7.3)
Review the historical background of the issue at hand.
Scrutinize newspaper, magazine or internet articles involving
preschool issues in the local and international setting.
Examine the pros and cons of each major issue.
Select social issues which directly affect early childhood
education.
Discuss the implications of the issues and trends in the teaching-

learning process.
Identify how these trends and issues affect at the school level, the
classroom level and the family level and their impact on the
personal, social and emotional development of young children
and the teachers as well. (7.3)

Cluster 2.
Content/MethodolPedagogy:
Diversity of Learners
(Domain 3)

Curriculum
(Domain 4)

Curriculum
(Domain 4)
Curriculum
(Domain 4)

(Creative Arts, Music, and Drama for


Young Children, Personal and Social
Development (Play Experiences),
Language and Numeracy for Young
Children, Science, Health and Nature
Study, Classroom Management,
Preparation of Instructional Materials,
Technology in the Preschool )

General Competencies (Content/Methodology)


demonstrate understanding that teaching and learning with
young children is a complex enterprise, and its details vary
depending on childrens ages, characteristics and the
settings within which teaching and learning occur. (3.1)

Identify essential concepts, inquiry tools, and structure of


content areas, including academic subjects so that they can
use their own knowledge and other resources to design,
implement and evaluate meaningful, challenging
curriculum (4.4)

Demonstrate a meaningful and comprehensive knowledge of


the subject matter in the early childhood curriculum (4.1)

Apply a broad range of teaching process skills including


curriculum development and activity/lesson planning (4.4)

Demonstrate skills in choosing, designing, utilizing


developmentally appropriate instructional materials (4.4)

Demonstrate creativity and innovative thinking in utilizing


technology in the various aspects of the teaching-learning
process (4.4, 4.7)

Specific Competencies (per subject)


Curriculum
(Domain 4)

Creative Arts, Music , Drama for


Young Children

Acquire thorough knowledge of the theories and principles


involved in planning, preparing and executing various
activities in creative arts, music and drama for young
children
Creative Arts
Design creative art activities which will enhance and
develop the fine motor skills of preschool children:
o Finger activities (finger strengtheners, palm play)
o Manipulation activities (precision grip and release,
sorting and feeling, threading/braiding/lacing)
o Pencil and paper activities (scribbling, coloring,
tracing, copying, folding, tearing, cutting)(4.1)
Identify the roles and responsibilities of the school and
the teachers in promoting and nurturing creativity (1.1)

Integrate art into other subject areas (Media and


Technology, Math and Science, Language and Literacy,
Social Studies, Health and Nutrition).
Evaluate which activities will be most effective for
specific levels of development. (5.2)
Music and Movement
Describe the role of music and movement in childrens
development:
o How young children grow musically
o The music-movement connection
Design developmentally appropriate musical activities
which will enhance and develop the gross motor skills
of preschool children: (4.1)
o Body Management Skills
Dynamic Balance (rolling, stopping,
landing, turning, twisting bending,
swinging, stretching and dodging)
Static Balance (balancing on one foot)

o Locomotion skills
Moving the body from one direction to
the another
Walking, running, jumping, leaping,
hopping, skipping, sliding
o Object-Control Skills
Involves
hand-eye
and
foot-eye
coordination
- manipulation of balls, hoops, jump
ropes, racquets, bats, sticks
- underhand throwing, overhand
throwing,
catching,
bouncing,
dribbling, striking skills with one or
both hands
o
Integrate music and movement in the different
disciplines and learning experiences.
Create a progress chart for music and movement of the
children depending on the specific characteristics of
development. (5.2)

Drama
Select and present effective experiences and materials
for creative drama, taking into consideration the
following factors:
o Space
o Materials
o Storing Areas
o Time
o Personal Involvement (4.1)
Design and implement appropriate creative drama
experiences for young children which strengthens and
develops gross motor skills by providing:
o large muscle movements and exercises
o exaggerated actions and gestures (4.1)

Curriculum
(Domain 4)

Personal and Social Development


(Play and Living Experiences)

Curriculum
(Domain 4)

Language and Numeracy

Integrate creative drama into other fields of discipline.


Organize various strategies for sharing activity to assess
the effectiveness and the impact of the creative drama
experience of the children. (5.2)

Demonstrate ones broad knowledge of the basic concepts and


theories regarding play and social experiences for young
children
Outline the importance of play in the different areas of
development:
o Cognitive
o Language and Literacy
o Social
o Emotional
o Physical
Identify developmentally-appropriate play materials for
children throughout the early years of life.
Distinguish the different roles of the teacher during the
planning, preparation, implementation and evaluation of the
play activity.
Determine appropriate meaningful play activities for children
with special needs. (3.1)
Use different assessment tools in evaluating the different play
activities of children. (5.2)

Apply the different developmentally appropriate


approaches, methods and strategies
(Whole Language
Approach, Language Experience Approach, ABC Method,
and Phonics Method) in the teaching of emergent literacy
skills (listening, speaking, reading and writing)
Apply the different developmentally appropriate
approaches, methods and strategies (discovery approach,
simple problem-solving, play, etc.) in the teaching of basic


Curriculum
(Domain 4)

Science , Health and Nature Study

Learning Environment
(Domain 2)

Classroom Management

numeracy skills (grouping, comparing, seriation, counting,


addition and subtraction, measurement and geometry.
Choose developmentally appropriate materials for teaching
literacy and numeracy
Adapt mathematics instruction for children with special
needs.
Construct varied evaluative tools for continually assessing
childrens mathematical knowledge, skills and strategies
Use appropriate strategies to teach preschool children basic
concepts in Science. (4.1)
Organize developmentally appropriate activities to enhance
childrens skills in observing, comparing, classifying,
predicting, inferring, measuring and experimenting.
Construct lesson plans using effective Science approaches and
methods. (Inquiry Approach, Demonstration Method, Discovery
Approach, Problem Solving Method)
Build innovative interest learning centers as means of inviting
students to satisfy their curiosities by performing different tasks
in designated areas.
Address different health concerns of the pre-school child (viral
and bacterial diseases, chicken pox, measles, food and water
safety), and determine how these affect childrens development.
Model a behavior which shows the various ways and means to
promote healthy living and life styles. (1.1)
Design childhood activities on exploration and experimentation
(e.g. bird watching, planting, setting up a terrarium and
aquarium).
Propose different ways to promote nature conservation and
preservation and explain how young children can take part in
these endeavors.
Physical Environment
Arrange physical environment that meets both the adult
and childrens needs ( room arrangement, activity areas,

storage, display areas, cubby holes, etc) (2.1,2.2)


Plan the learning environment to maintain health and
safety(2.2)
Temporal Environment
Plans a daily schedule that is appropriate to the childrens
developmental level
Plan classroom routines that promote predictability, order
and independence (2.1,2.2)
Use transitions that are both effective and creative
Evaluate the daily schedule and flow of activity and makes
necessary changes (7.3)
Interpersonal Environment
Employ effective classroom management techniques that
develop personal and social competence in children
(2.1,2.2, )
Facilitate formulation of positively stated classroom rules
with the children (2.4)
Set a classroom atmosphere where children feel loved and
secure (2.1,2.2,2.32.4)
Curriculum
(Domain 4)

Preparation of Instructional
Materials

Identify the different levels of development of the pre-school


child to aid in determining the appropriateness of the materials
for children.
Design developmentally appropriate instructional materials
specifically in line with topics in:
o Language and Literacy
o Mathematics
o Science and Health
o Other Subjects
Demonstrate skills in planning, designing, preparing, using and
evaluating different instructional materials (4.4)
o
Critic materials and use rubrics to evaluate each one. (4.4)

Curriculum
(Domain 4)

Technology in the Preschool

Design developmentally appropriate learning opportunities that


apply to all learners
Apply current research on teaching and learning with
technology when planning learning environments and
experiences (4.1)
Identify and locate technology resources and evaluate them for
accuracy and suitability (5.1)
Facilitate technology enhanced experiences that address early
childhood competencies (4.1)
Use technology to support learner-centered strategies that
address the diverse needs of students (3.1)
Apply technology to develop students thinking skills and
creativity (5.1)
Manage student learning activities in a technology-enhanced
environment
Apply technology in assessing student learning of subject
matter using a variety of assessment techniques (5.3)
Use technology resources to collect and analyze data, interpret
results, and communicate findings to improve instructional
practice and maximize student learning
Use technology resources to engage in ongoing professional
development and lifelong learning (7.2)
Use technology to communicate and collaborate with peers,
parents and the larger community (5.4, 7.2)
Model and teach legal and ethical practice related to technology
use
Promote safe and healthy use of technology resources for
children.
Facilitate equitable access to technology resources for all pupils

Cluster 3: Applied Courses


Planning, Assessing and

(Observational Child Study, Assessing

General Competencies

Reporting
(Domain 5)

Behaviors of Young Children, Guidance


and Counseling in Preschool Education
Organization and Management of Child
Development Programs, Home School
Relationship, Directed Study in
Preschool Education, Elective)

Personal Growth and


Professional Development
(Domain 7)
Community Linkages
(Domain 6)

demonstrate understanding that child observation,


documentation and other forms of assessment are central to
the practice of all early childhood professionals (5.2)

Use systematic observations, documentation and other


effective assessment strategies to positively influence the
development of every child (5.2)

Demonstrates skills in choosing, designing and utilizing


developmentally appropriate assessment for young children
(5.2)

Demonstrate understanding of the fundamental concepts,


principles, theories and methods of research in the
improvement of teaching-learning situations (7.1)

Demonstrate understanding that successful early childhood


education depends upon partnerships with childrens
families and communities (6.1)

Use strategies to create respectful, reciprocal relationships that


support and empower families, and to involve all families in
their childrens development and learning (6.1)
Planning, Assessing and
Reporting
(Domain 5)

Observational Child Study

Specific Competencies (per subject))


Explain how observation is used for assessment of children
(5.1)
Explain how observation is used for curriculum planning for
early childhood programs
Describe the characteristics of effective observation
Use the following techniques of documenting observations:
quick check recording , brief notes, running records, summative
anecdotes, lists (5.2)
Use different observation techniques in observing childrens
behavior and recording observations correctly (5.2)

Planning, Assessing and


Reporting
(Domain 5)

Assessing Behaviors of Young


Children

Overview of Assessment of Young Children

Describe the evolution of measurement and testing with


young children.
Analyze the role of program evaluation, and the role of
teachers in selecting and using tests and measurements
with young children.
Apply professional positions on early childhood testing
and evaluation; and to confront issues and advocacy
regarding early childhood testing and evaluation, and
ethical professional behavior.
Explain developmentally appropriate principles in
assessing young children

Standardized Tests

Explain the design, interpretation, and considerations in


choosing and evaluating standardized tests as well as the
advantages, disadvantages and issues surrounding their
use.
Use and report standardized test results, norm- and
criterion-referenced tests.

Informal Tests

Compare and contrast observation evaluation measures,


their types and uses, advantages and disadvantages, and
guidelines for use.
Use checklist, rating scale measures, and rubrics to
understand how they are designed and used for
evaluation and assessment; and their advantages and
disadvantages.
Design teacher designed tests and performance- based
assessments; their types, purposes, and

advantages/disadvantages.
Assessment Systems

Learning Environment
(Domain 2)

Guidance and Counseling in


Preschool Education

Design and use various types of portfolios for reporting


students progress (5.2)
Communicate assessment results to parents and related
professionals. (5.4)

Develop the ability to apply knowledge of normal human


development and learning and their variations to interpretation
of observation and assessment data
Create a conducive learning environment for preschool
children (2.1,2.2)
demonstrate knowledge of the theoretical and philosophical
foundations of guidance and be able to apply this
knowledge in a developmentally appropriate way.

demonstrate knowledge and skill in establishing a trust


relationship with children and adults in a group setting,
including: (2.1,2.2)
respect for the value and dignity of each individual,
honest and open communication skills,
non-judgemental acceptance of others,
consistency in behavior which leads to
predictability,
o reciprocity of feeling and shared mutual concern.
demonstrate knowledge of the importance of the family
structure and family dynamics as an influencing element on
the child's behavior.
o
o
o
o

demonstrate management skills in a learning environment


that emphasizes direct experience and active manipulation

of concrete materials by: (2.1,2.2,2.3,2.4)

o encouraging and supporting children in making their


own decisions,
o encouraging children to choose their own materials,
o respecting the child's autonomy in allowing children
to explore the environment and interact with others
in appropriate ways,
o facilitating the child's awareness of others within the
learning environment.
o assisting young children in developing decisionmaking and interpersonal skills necessary to
promote good health and personal safety.
demonstrate developmentally appropriate guidance methods
in groups and with individuals that include: (2.1,2.2,2.3,2.4)
o modeling appropriate interpersonal and prosocial
skills,
o asking open-ended questions, & providing
appropriate instruction,
o facilitating inquiry, decision making and problem
solving,
o providing appropriate feedback and recognition for
behavior,
o being aware of the physical environment, selecting
appropriate materials,
o encouraging cooperative interaction and planning,
setting and maintaining limits,
o assisting children in becoming independent learners.

Explain the role of program evaluation, and the role of teachers


in selecting and using tests and measurements with young
children.
Apply professional positions on early childhood testing and
evaluation; and to confront issues and advocacy regarding early

childhood testing and evaluation, and ethical professional


behavior.
demonstrate knowledge of group and individual guidance
techniques which:
o assist children in the construction of knowledge,
o nurture prosocial interactions among children,
o encourage interpersonal problem solving and selfcontrol,
o build and sustain a child's positive self-esteem.

Learning Environment
(Domain 2)

Organization and Management of


Child Development Programs

demonstrate knowledge and skills in supporting children's


actions that increase the likelihood that children will be
mentally alert, curious, confident and honest in expressing
their views by encouraging children to take initiative in
generating ideas, problems, questions and relationships.

Demonstrate knowledge of the responsibilities of an early


childhood center administrator or director (7.3)
Identify effective leadership and administrative styles (7.3)

Demonstrate skills in formulating philosophy, goals and


objectives for an early childhood center
Demonstrate basic principles of designing developmentally
appropriate curriculum and programs

Identify issues and strategies for human resources


management in child care settings

Explain the basic concepts of financial management in a


child care setting

Demonstrate knowledge of the general considerations for


Community Linkages
(Domain 6)

Community Linkages
(Domain 6)

Home School Relationship

Personal Growth and


Professional Development
(Domain 7)

Directed Study in the


Preschool

organizing spaces for toddlers and preschoolers (2.2)


Apply the basic principles on maintenance, health and
safety
Identify ways by which early childhood education leaders
communicate and collaborate with parents, government and
community agencies (6.1)

Draw effective strategies in collaborating with the parents for


the young learners growth, learning and development (6.1)
identify the varied responsibilities of teachers, social services
providers and administrators, as well as family members and
caregivers of all kinds to the holistic development of the
preschool child.(6.1)
distinguish the challenges and opportunities brought about by
the proliferation of technology and how it affects the
relationship of the two social setting home and the school.
enumerate the significant steps for improving childrens
education through collaboration of the home, school and
community
discover the different influences on childrens lives and how the
structures of homes, schools and communities affect childrens
learning.
Analyze the broader scope of curriculum, teachers in training,
community and family as crucial educative forces (6.1)

Design action research project related to early


childhood education, and analyze and write the results
of research.
Develop the ability to translate research findings into
practice
Demonstrate personal research skills and the ability to
develop and implement applied research, and show the
disposition to create and disseminate knowledge.

CMO 30 Subject/Courses
Theories:
Intro to Preschool Education
Characteristics of the Young

PRESCHOOL MAJOR
NCBTS-BASED TOS FOR 2009 LET
Proposed 2009 LET TOS

Demonstrate understanding of the


philosophical, historical, biological,

Interpret and continually expand the knowledge base by


reading local and foreign peer-reviewed journals in early
childhood education. (7.2)
Demonstrate critical thinking skills in terms of
understanding, analyzing, and creating research designs
and methods in early childhood education.

Filipino
Preschool Curriculum
Guidance and Counseling in
Preschool Education
Organization and Management of
Home and School
Relationships

Content/Methodology:
Creative Arts, Music , Drama for
Young Children
Personal and Social Development
(Play and Living Experiences)
Language and Numeracy for
Young Children
Science, Health and Nature Study
Classroom Management
Materials:
Preparation of Instructional
Materials
Technology in the
Preschool
Assessment:

psychological, and legal bases of preschool


education (1.2)
Possess knowledge of the diversity of
settings, teacher qualifications, types of
employment, locations, etc. in the early
childhood field (1.2)
Be knowledgeable about professional
journals, websites, organizations, and
community agencies that support the early
childhood professional (1.2, 7.1, 7.2)
Identify the basic components of quality in
early childhood program setting
Identify the goals, principles and basic
components of the prominent, theoretical
curriculum models ( DevelopmentalInteraction, Montessori, Academic-oriented,
etc)
Show about the personal characteristics of
an effective preschool teacher (1.1, 7.1)

Observational Child Study


Assessing Behaviors of
Young Children
Research:
Directed Study in the
Preschool

A.

Summary Table
Course

Theory, Principles and Concepts (NCBTS Domains 1,2,3,7)


1. Introduction to Preschool Education
2. Characteristics of the Young Filipino
3. Preschool Curriculum
4. Introduction to Special Education
5. Trends and Issues in Preschool Education

Percentage Weight

(6)
(6)
(7)
(6)
(5)
30%

Content and MethodolPedagoogy (NCBTS Domains 2,3,4)


1. Creative Arts, Music, and Drama for Young Children
2. Personal and Social Development (Play Experiences
3. Language and Numeracy for Young Children
4. Science, Health and Nature Study
5. Classroom Management
6. Preparation of Instructional Materials
7. Technology in the Preschool

(5)
(5)
(8)
(5)
(5)
(4)
(3)

35%
Applied Courses (NCBTS Domains 2,5,6,7)
1. Observational Child Study
2. Assessing Behaviors of Young Children
3. Guidance and Counseling in Preschool Education
4. Organization and Management of Child
Development Programs
5. Home School Relationship
6. Directed Study in Preschool Education
TOTAL

(6)
(7)
(6)
(5)
(6)
(5)
35%
100%

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