Pre-elementary

competencies
“The first years of life are
important because what
happens in early childhood
can matter in a lifetime.”

(Harvard, 2009)
 Republic Act 10157, or "The
Kindergarten Education Act"

made Kindergarten the compulsory and mandatory entry

stage to basic education. Section 2 of this Act provides that
all five (5)-year old children shall be given equal
opportunities for Kindergarten Education to effectively
promote their physical, social, emotional, and intellectual
development, including values formation, so they will be
ready for school.

Section 5 of said Republic Act also state the adoption of the

Mother Tongue-Based Multilingual Education (MTB-MLE).
Therefore, the mother tongue of the learner shall be the
primary medium of instruction for teaching and learning in
kindergarten.
The Kindergarten Curriculum Framework
(KCF) draws from the goals of the K to 12
Philippine Basic Education Curriculum
Framework and adopts the general
principles of the National Early Learning
Framework (NELF). Kindergarten learners
need to have a smooth transition to the
contentbased curriculum of Grades 1 to 12.

The items in rectangles in Figure 1 show

the theoretical bases for teaching-
learning in the early years, which are
founded on constructivism, integrative,
thematic, collaborative, inquiry–based,
and reflective teaching in play-based
approaches with application of the
Developmentally Appropriate Practices
(DAP); these support the principles of child
growth and development, and the learning
program development and assessment.
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:

1. Socio-Emotional Development (Pagpapaunlad ng Sosyo-

Emosyunal at Kakayahang Makipamuhay) - 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.
 DEVELOPMENTAL DOMAINS ( and what to expect in each)

2. Values Development (Kagandahang Asal) - 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.

3. Physical Health & Motor Development (Kalusugang Pisikal at

Pagpapaunlad sa Kakayahang Motor) - 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.
4. Aesthetic/Creative Development (Sining) – 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.
 DEVELOPMENTAL DOMAINS ( and what to expect in each)

5. 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.

6. 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).

7. 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.
 CURRICULAR
THEMES
these curricular themes adhere to Bronfenbrenner’s Bio-ecological theory that defines
“layers of environment, each having an effect on a child’s holistic development.”

Myself - concepts My Community- concepts,

and ideas that help ideas, practices, situations,
the learners and responsibilities that
understand himself/ Figure 2. The Curricular Themes
the learner should acquire
herself better so that and understand so that
he/she will develop as he/she will a become
an individual functional and responsive
My Family - concepts, member of the community
ideas, practices that guide More Things Around Me - all
the child to be responsible other concepts, ideas,
and proud of himself and practices, situations, and
his family responsibilities beyond themes
My School - concepts, ideas, practices, and situations that 1 to 4, but which may be
help the child understand how to be an individual and relevant to the community,
socialize with other learners, teachers, and other school culture, and interest of the
personnel. learner.
 TRANSITION FROM KINDERGARTEN TO GRADE 1

KINDERGARTEN GRADE 1

DOMAINS
LEARNING AREAS
Figure 3 illustrates the
Socio-EmotionalDevelopment
interrelatedness of the (Sosyo-Emosyunal at Kakayahang Araling Panlipunan
Social Studies
Makipamuhay)
developmental domains and the
learning areas. The domain
-based
Values Development
skills intended to be developed in (Kagandahang Asal
) Values Education Edukasyon
sa Pagpapakatao

kindergarten are aligned to the

Physical Health
andMotor
learning area,
content-based
Development
Pysical Education & Health
curriculum to be learned in Grade 1. (Kalusugang Pisikal at
Kasanayang Motor) Music, Arts, Physical
Domains are strategically integrated
Education and Health
in the content of the blocks of time
Aesthetic Development Music and Arts
as contained in the KCG/Teaching (Sining)

Guide. Activities tackle different but

Mathematics Mathematics Mathematics
interrelated domains
for the smooth
and successful
transitionof every
PhysicalandNatural
five-year-old Filipino child
from Environment Science
(Pisikal at Likas na Kapaligiran
)
Kindergarten
on toGrades 1 to 12
Basic Education.
Language, Literacy and Language Filipino and Mother Tongue
Communication

Figure3. Transition Paradigm

 Pre Elementary Competencies
A. PAGPAPAUNLAD SA KAKAYAHANG SOSYO-EMOSYUNAL (SE
PAMANTAYAN
NILALAMAN PAGGANAP
LEARNING
KAUGNAY NA BATAYAN Ang bata ay nagkakaroon ng Ang bata ay PALATANDAANG KASANAYAN CODE
MATERIALS
pag-unawa sa… nakapagpapamalas ng...

1. Nakikilala ang sarili SEKPSE-00-1

Pagkilala ng Sarili at sariling ugali at damdamin kakayahang kontrolin ang
Pagpapahayag ng sariling damdamin at 1.1 pangalan at apelyido SEKPSE-Ia-1.1
Sariling Emosyon (PSE) paguugali, gumawa ng 1.2 kasarian SEKPSE-Ib-1.2
desisyon at magtagumpay sa
kanyang mga gawain 1.3 gulang/kapanganakan SEKPSE-Ic-1.3
1.4 gusto/di-gusto SEKPSE-IIc-1.4

2. Naisakikilos ang sariling kakayahan sa iba’t

ibang paraan, hal. pag-awit,
pagsayaw, at iba pa
SEKPSE-If-2

3. Nasasabi ang mga sariling

pangangailangan nang walang
pagaalinlangan SEKPSE-If-3

4. Naipakikita ang tiwala sa sarili na tugunan

ang sariling
pangangailangan nang mag-isa
Hal. maghugas ng kamay, kumain,
magbihis, magligpit, tapusin ang SEKPSE-Ie-5
gawaing nasimulan

5. Naipakikita ang kahandaan na sumubok ng

bagong karanasan SEKPSE-IIIc-6

6. Natutukoy ang kahalagahan ng

pagpapakita ng positibong pag-uugali
sa harap ng hindi inaasahang
SEKPSE-00-8
pangyayari tulad ng pagkatalo sa laro,
atbp.
 Pre Elementary Competencies
B. KAGANDAHANG ASAL (KA)
PAMANTAYAN

NILALAMAN PAGGANAP

Ang bata ay Ang bata ay LEARNING

KAUGNAY NA BATAYAN PALATANDAANG KASANAYAN CODE
nagkakaroon ng nakapagpapamalas MATERIALS
pagunawa sa… ng...

Pagpapahalaga konsepto ng mga tamang pagkilos sa lahat 1. Napagsisikapang matapos ang sinimulang gawain
sa Sarili (PS) sumusunod na ng pagkakataon na may sa itinakdang oras KAKPS-00-1
batayan upang lubos paggalang at
na mapahalagahan pagsasaalang-alang sa
ang sarili: sarili at sa iba
1. Disiplina

2. Nakagagawa nang may kusa KAKPS-00-2

3. Nakagagawa nang nag-iisa KAKPS-00-3

4. Naisasagawa ang simpleng gawain nang maluwag

sa kalooban
 Nakapagsesipilyo
KAKPS-00-4

5. Nakasusunod sa mga utos/gawain nang maayos

at maluwag sa kalooban
KAKPS-00-5
 Pre Elementary Competencies
C. KALUSUGANG PISIKAL AT PAGPAPAUNLAD NG KAKAYAHANG MOTOR (KP)
PAMANTAYAN
NILALAMAN PAGGANAP
LEARNING
KAUGNAY NA BATAYAN Ang bata ay nagkakaroon ng Ang bata ay P ALATANDAANG KASANAYAN CODE
MATERIALS
pag-unawa sa… nakapagpapamalas ng...

1.
Kasanayang Pisikal kahalagahan ng sapat na lakas na Nakasasali sa mga laro, o anumang
(Physical Fitness - PF) pagkakaroon ng masiglang magagamit sa pagsali sa pisikal na gawain at iba’t ibang paraan
pangangatawan mga pang-araw-araw na ng pag-eehersisyo KPKPF-00-1
gawain - Nakapagsisimula ng laro
- Nakikipaglaro sa dalawa o
tatlong bata gamit ang isang SEKPKN-OO-1
laruan SEKPKN-Ig-2

2. Nakagagalaw (martsa, palakpak, tapik,

padyak, lakad, lundag at iba pa) nang
angkop sa ritmo at indayog bilang
tugon sa himig na napapakinggan/awit KPKPF-Ia-2
na kinakanta

Kasanayang kanyang kapaligiran at maayos na galaw at 1. Naisasagawa ang paggalaw/pagkilos ng

“Gross Motor” (GM) naiuugnay dito ang angkop koordinasyon ng mga iba’tibang bahagi ng katawan sa saliw
na paggalaw ng katawan bahagi ng katawan ng awitin nang may kasiyahan KPKGM-Ia-1

2. Naisasagawa ang mga sumusunod na

kilos lokomotor sa pagtugon sa ritmong
mabagal at mabilis (paglakad,
pagtakbo, pagkandirit, KPKGM-Ie-2
paglundag/pagtalon, paglukso )

3. Nagagamit ang mga kilos lokomotor at

di-lokomotor sa paglalaro,
pageehersisyo, pagsasayaw KPKGM-Ig-3
 Pre Elementary Competencies
D. SINING
PAMANTAYAN
CONTENT PERFORMANCE

Ang bata ay Ang bata ay LEARNING

DOMAIN LEARNING COMPETENCIES CODE
MATERIALS
nagkakaroon ng nakapagpapamalas
pagunawa sa… ng...

Pagpapahalaga sa kahalagahan at kakayahang magmasid at 1. Natutukoy ang magagandang bagay na nakikita sa

Kagandahan kagandahan ng magpahalaga sa ganda paligid
(Appreciation) kapaligiran ng kapaligiran SKPK-00-1

2. Nabibigyang-pansin ang linya, kulay, hugis at

tekstura ng magagandang bagay na:
a. makikita sa kapaligiran tulad ng sanga ng puno,
dibuho sa ugat, dahon, kahoy; bulaklak, halaman,
bundok, ulap, bato, kabibe, at iba pa
b. gawa ng tao tulad ng mga sariling gamit, laruan,
bote, sasakyan, gusali SKPK-00-2

Malikhaing pagpapahayag ng kakayahang maipahayag 1. Nakalilikha ng iba’t ibang bagay sa pamamagitan

Pagpapahayag kaisipan at imahinasyon ang kaisipan, ng malayang pagguhit SKMP-00-1
(Creative sa malikhain at damdamin, saloobin at
Expression) malayang pamamaraan imahinasyon sa 2. Nakaguguhit, nakapagpipinta at nakapagkukulay
pamamagitan ng ng iba’t ibang bagay o gawain (dekorasyon sa
malikhaing “name tag”, kasapi ng mag-anak , gawain ng
pagguhit/pagpinta bawat kasapi ng mag-anak, mga alagang hayop
mga halaman sa paligid) SKMP-00-2

3. Nakagagawa ng modelo ng mga pangkaraniwang

bagay sa paligid: dahon, bato, buto, patpat,
tansan at iba pa
SKMP-00-3
 Pre Elementary Competencies
D. SINING
PAMANTAYAN
CONTENT PERFORMANCE

Ang bata ay Ang bata ay LEARNING

DOMAIN LEARNING COMPETENCIES CODE
MATERIALS
nagkakaroon ng nakapagpapamalas
pagunawa sa… ng...

Pagpapahalaga sa kahalagahan at kakayahang magmasid at 1. Natutukoy ang magagandang bagay na nakikita sa

Kagandahan kagandahan ng magpahalaga sa ganda paligid
(Appreciation) kapaligiran ng kapaligiran SKPK-00-1

2. Nabibigyang-pansin ang linya, kulay, hugis at

tekstura ng magagandang bagay na:
a. makikita sa kapaligiran tulad ng sanga ng puno,
dibuho sa ugat, dahon, kahoy; bulaklak, halaman,
bundok, ulap, bato, kabibe, at iba pa
b. gawa ng tao tulad ng mga sariling gamit, laruan,
bote, sasakyan, gusali SKPK-00-2

Malikhaing pagpapahayag ng kakayahang maipahayag 1. Nakalilikha ng iba’t ibang bagay sa pamamagitan

Pagpapahayag kaisipan at imahinasyon ang kaisipan, ng malayang pagguhit SKMP-00-1
(Creative sa malikhain at damdamin, saloobin at
Expression) malayang pamamaraan imahinasyon sa 2. Nakaguguhit, nakapagpipinta at nakapagkukulay
pamamagitan ng ng iba’t ibang bagay o gawain (dekorasyon sa
malikhaing “name tag”, kasapi ng mag-anak , gawain ng
pagguhit/pagpinta bawat kasapi ng mag-anak, mga alagang hayop
mga halaman sa paligid) SKMP-00-2

3. Nakagagawa ng modelo ng mga pangkaraniwang

bagay sa paligid: dahon, bato, buto, patpat,
tansan at iba pa
SKMP-00-3
 Pre Elementary Competencies
E. Mathematics (M)
STANDARDS
CONTENT PERFORMANCE
LEARNING
SUB-DOMAIN LEARNING COMPETENCIES CODE
The child demonstrates an The child shall be able to... MATERIALS
understanding of ...
1. Describe objects based on
Logic (L) objects in the environment manipulate objects based on attributes/properties (shapes, size,
have properties or attributes properties or attributes its use and functions) MKSC-00-4
(e.g., color, size, shapes, and
functions) and that objects
can be manipulated based 2. Group objects that are alike MKSC-00-5
on these properties and
attributes 3. Match object, pictures based on
properties /attributes in one-to-one
correspondence
- object to object
- object to picture MKAT-00-1
- picture to picture

4. Sort and classify objects according to

one attribute/property (shape, color,
size, function/use) MKSC-00-6

5. Identify sequence of events (before,

after, first, next, last) MKSC-00-9

6. Arrange objects one after another in a

series/sequence according to a given
attribute (size, length) and describe
their relationship (big/bigger/biggest
or long/longer/longest) MKSC-00-10

7. Complete patterns MKSC-00-19

8. Reproduce and extend patterns MKSC-00-20
9. Create own patterns MKSC-00-21
 Pre Elementary Competencies
F. UNDERSTANDING THE PHYSICAL AND NATURAL ENVIRONMENT (PNE)

STANDARDS
CONTENT PERFORMANCE LEARNING
SUB-DOMAIN LEARNING COMPETENCIES CODE
The child demonstrates an The child shall be able to... MATERIALS
understanding of...
Life Science: 1. Identify one’s basic body parts PNEKBS-Id-1
Body and the Senses body parts and their uses take care of oneself and the
(BS) environment and able to 2. Tell the function of each basic body part
PNEKBS-Id-2
solve problems encountered
within the context of 3. Demonstrate movements using different
everyday living body parts PNEKBS-Ic-3

4. Name the five senses and their

corresponding body parts PNEKBS-Ic-4

5. Use the senses to observe the

environment PNEKBS-Ic-5

STANDARDS  
CONTENT PERFORMANCE LEARNING
SUB-DOMAIN LEARNING COMPETENCIES CODE
The child demonstrates an The child shall be able to... MATERIALS
understanding of...
    6. Use the senses to observe and perform
simple experiments in classifying objects
( e.g., texture – soft/hard, smooth/rough; PNEKBS-Id-6
taste – salty, sweet, sour)

7Identify one’s basic needs and ways to care for

.one’s body PNEKBS-Ii-8

8Practice ways to care for one’s body PNEKBS-Ii-9

.
 Pre Elementary Competencies
G. LANGUAGE, LITERACY AND COMMUNICATION (LL)

STANDARDS  

CONTENT PERFORMANCE

The child demonstrates The child shall be able LEARNING

SUB-DOMAIN LEARNING COMPETENCIES CODE
MATERIALS
an understanding of... to...

Auditory 1. Identify familiar sounds in the

Perception and how to discriminate the actively listen to the sounds environment LLKAPD-Ie-1
Discrimination (APD) different sounds in the around him/her and is
environment attentive to make
2. Tell who/what is producing a given
judgments and respond
sound LLKAPD-Ie-2
accordingly

3. Identify where the sound is coming

from (inside/outside the room)
LLKAPD-Ie-3

4. Tell if the sound is loud/soft, high/low

LLKAPD-Id-4

5. Differentiate a soft from a loud

sound/high from low LLKAPD-Ie-5

6. Listen discriminately and respond

appropriately, i.e., speak loudly/softly
when asked, asked to adjust volume
of television/radio
LLKAPD-Id-6
 Pre Elementary Competencies
G. LANGUAGE, LITERACY AND COMMUNICATION (LL)

STANDARDS  

CONTENT PERFORMANCE

The child demonstrates The child shall be able LEARNING

SUB-DOMAIN LEARNING COMPETENCIES CODE
MATERIALS
an understanding of... to...

Auditory 1. Identify familiar sounds in the

Perception and how to discriminate the actively listen to the sounds environment LLKAPD-Ie-1
Discrimination (APD) different sounds in the around him/her and is
environment attentive to make
2. Tell who/what is producing a given
judgments and respond
sound LLKAPD-Ie-2
accordingly

3. Identify where the sound is coming

from (inside/outside the room)
LLKAPD-Ie-3

4. Tell if the sound is loud/soft, high/low

LLKAPD-Id-4

5. Differentiate a soft from a loud

sound/high from low LLKAPD-Ie-5

6. Listen discriminately and respond

appropriately, i.e., speak loudly/softly
when asked, asked to adjust volume
of television/radio
LLKAPD-Id-6