Where does educating children start? When?

Developmental Milestones - physical or behavioral signs of development or maturation of

● The branch of ECE originated during the European Enlightenment. infants and children

Early Childhood Manipulative Materials

● From birth until 8 years old ● Manipulative materials are any concrete objects that allow students to explore an idea in an
● It is a period of remarkable growth with brain development at its peak. active, hands-on approach. Manipulatives can be blocks, shapes, spinners, or cut or folded
● At this stage, children are highly influenced by their environment and the people around paper.
they like their family. (UNESCO)
I’m a Little Teapot
Early Childhood Education I’m a little teapot
● Preparation for primary education Short and stout
● Known as nursery Education Here is my handle
● Kinder to Grade 3 Here is my spout
● “Remarkable Growth” which is why it needs a specialized educational approach to When you hear me boiling
ensure that they learn skills and foundational concepts to prepare them for later life. Hear me shout
● It aims to holistically develop a child's social, emotional, cognitive, and physical needs to “Tip me over
build a firm and comprehensive basis for lifetime learning and wellbeing. and pour me out!”
● Early Childhood Education has the potential to develop compassionate, capable, and
responsible individuals. Republic Act (RA) 10157 - “The Kindergarten Education Act” with Implementing
● It is where the students start to become independent and be able to explore their interests Rules and Regulations [DepEd Order No. 32, S. 2012]
and build relationships with others. ● Sec. 2 All children are to avail of accessible mandatory and compulsory kindergarten
education that effectively promotes physical, social, intellectual, emotional, and skills
Main purpose of Early Childhood Education: General Child Development stimulation and values formation to sufficiently prepare them for formal elementary
education.
Qualities of an Early Childhood Educator
● Patient Republic Act 8980: Early Childhood Care and Development Act
● Creative ● An Act promulgating a comprehensive policy and a national system for Early Childhood
● Great communicator with kids Care and Development, providing funds therefore and for other purposes.
● Empathy since kids tend to have big emotional feelings
● Outgoing Republic Act 10410 “Early Years Act (EYA) of 2013”.
● Enthusiastic ● An Act recognizing the age from zero (0) to eight(8) years as the first crucial stage of
educational development.
Tabula Rasa- meaning the children are a clean slate
Republic Act (RA) 9155 Governance of Basic Education Act of 2001

Prepared By:

NAVIDAD, ARABELLA
● provides the overall framework for principal empowerment by strengthening principal and
leadership goals, and local school-based management within the context of transparency Five Primary Educational Learning Theories:
and local accountability. 1. Behaviorism
2. Cognitive
Principle 1: Respect for the Child. 3. Constructivism
Principle 2: Absorbent Mind. 4. Humanism
Principle 3: Sensitive Periods. 5. Connectivism
Principle 4: Prepared Environment.
Principle 5: Auto education Developmentally Appropriate
● It is a practice or a perspective in ECE whereby a teacher nurtures a child’s social and
emotional, physical and cognitive.
SCOPE OF ECE.LL LLLLLLLL ● Strength-based approach
● Play-based approach
1. Social Development.
a. It focuses on instilling the attitudes and values of equality, peace, and Golden Years for Children (0-5 years old)
collaboration ● This is a critical period for children’s emotional, social, and spiritual growth
b. “please” “thank you” ● In this phase, children should get more attention from their parents.
c. “The cradle to social cohesion”

2. Emotional Development NAMES TO REMEMBER:.LLLLLLLLLL

a. Self-confidence, self-regulatory of emotions, self-expression, and
self-respect. 1. Plato
3. Physical Development ● Search of truth; education is transformation
a. Fine motor skills (biking, running, etc.) ○ Prenatal and Infant Care
b. Understanding healthy skills (exercise, hand-washing, and balanced ○ Storytelling and Literature
eating) ○ Play
c. Improving fine motor control and independence ○ Miniature Tools
4. Intellectual and Academic Development ○ Physical Education
a. Intellectual curiosity, observing, wondering, questioning, and discovery. ○ 3rs and Music
b. self-directed learning

Mother tongue-based - multilingual education (MTB - MLE) 2. Aristotle

● Learners begin their education in the language they understand best (mother tongue) ● Education should be the same everywhere
● Building a strong foundation on their MT before adding additional languages.

Prepared By:

NAVIDAD, ARABELLA
3. Martin Luther
● Protestant Remormator; teaching reading to children is important; music and physical 7. Maria Montessori
education should be included in the curriculum ● First female doctor in Italy
● Roots of every childhood education go as far as the early 1500s, where the concept of ● Viewed children as a source of knowledge and the educator as social engineer
educating children, was attributed to Martin Luther ● Education as a means of enhancing children's lives means learning environment is just as
● Education should be universal important as learning itself “ prepared environment”
● Children should be educated to read independently so that they could have access to the ● Doctor who educated students from slums and ghettos
bible ● Founder of the Montessori method of education
○ Schools for teaching children to read universal compulsory education. ● She suggests that children learn best in an environment that has been prepared to enable
them to do things for themselves
4. John Amos Comenius ● Emphasized a prepared environment, self-correcting and sequential materials, and trust in
● “Play” is the natural learning medium of children. children's drive to learn
● Education should occur through senses ● Children’s senses should be educated first, then the intellect
● “Early years” is the crucial time for shaping character
○ First book for children: Orbis Pictus (The World Illustrated) 8. Johann Heinrich Pestalozzi
○ Didactica Magna (The Whole Art of Teaching) ● Father of Pedagogy
● believed that children should learn through activity and the handling and use of material
5. Friedrich Wilhelm August Froebel objects rather than through words.
● In 1837, he founded his own school and called it “kindergarten” or the children’s garden. ● Education is based on sensory impressions
● Major influencer who believes that children learn through play ● Use of real objects in teaching
● He emphasized the importance of observation and developing programs and activities ● Pedagogy (method and practice of teaching, especially as an academic subject or
based on children's skill level and readiness. theoretical concept)
● He wrote the book “Education of Man” ● Emphasize the idea of an integrated curriculum that would develop the whole child
● Formalized the early childhood setting as well as founded the first Kindergarten
● “Father of Kinder Garter” 9. John Dewey
● Kindergarten “Garden of Children” ● Education should concentrate on student’s interest rather the subject matter
● Learning by doing
6. Jean Jacques Rousseau ● Classroom as a place to foster social consciousness and thus classroom should be
● Father of Early Childhood Education democratically run.
● Children’s nature unfolds according to an innate timetable
● Emphasized a flexible atmosphere to meet the needs of the children 10. Elizabeth Peabody
● believed that children are inherently good ● Emphasizes the moral and religious aspects of education
● Childhood education emerged as a child-centered entity rich in unlimited, sensory-driven,
and practical experiences. 11. William Torrey Harris

Prepared By:

NAVIDAD, ARABELLA
● Expansion of public school curriculum 4. Bodily-Kinesthetic Intelligence. People who are good at body
movement, performing actions, and physical control. They tend to have
12. Patty Smith Hill good hand-eye coordination and dexterity.
● Founded the National Association for the Education of Young Children a. Learning through interaction with one’s environment: concrete
● Child should receive trainings appropriate to his innate capabilities experiences. Coordinating your mind with your body.
● Wrote the lyrics of the lyrics of the song “Happy Birthday”
5. Musical Intelligence. People who are good at thinking in patterns,
13. Carl Schurz rhythms, and sounds. They have a strong appreciation for music and are
● “Kindergarten is the Garden for the crop called Children” often good at musical composition and performance.
a. Learning through songs, patterns, rhythms, instruments, and
musical expression.
Social Learning (Albert Bandura)
6. Interpersonal Intelligence. People who are good at understanding and
● Social learning is obtained as a consequence of the mental process and the relationship
interacting with other people. They are skilled at assessing the emotions,
with the environment. Modeling is essential in the learning process
motivations, desires, and intentions of those around them.
a. Learning through interactions with others: working
Theory of Multiple Intelligence (Howard Gardner):
collaboratively and cooperatively.
● The theory proposes every human being has eight intelligences. Not everyone processes
b. Sensing people’s feelings and motives.
information and learns in the same way.
7. Intrapersonal Intelligence. People who are good at being aware of their
1. Visual-Spatial Intelligence. People who are good at visualizing things. emotional states, feelings, and motivations. They tend to enjoy
They are often good with directions, maps, charts, videos, and pictures. self-reflection and analysis, including daydreaming, exploring
a. Think in images and pictures, and “see” things in one mind. relationships with others, and assessing their strength.
a. Learning through feelings, values, and attitudes: understand
2. Linguistic-Verbal Intelligence. People who can use their words well,
other people.
both in writing and speaking. These individuals are typically very good
b. Understanding yourself, what you feel, and what you want.
at writing stories, memorizing information, and reading.
a. Learning through spoken and written words, reading, listening,
speaking, and writing.
b. Finding the right word to express what you mean. 8. Naturalistic Intelligence. People who are more in tune with nature, and
are often interested in nurturing, exploring, exploring the environment,
3. Logical-Mathematical Intelligence. People who are good at reasoning, and learning about other species. These individuals are said to be highly
recognizing patterns, and logically analyzing patterns. They tend to think aware of even subtle changes to their environment.
conceptually about numbers, relationships, and patterns. a. Learning through classification, categories, and hierarchies:
a. Quantifying things, making hypotheses, and proving them. ability to pick up on subtle differences.

Prepared By:

NAVIDAD, ARABELLA
 b. Understanding living things and reading nature. ○ Obtained as consequence of mental processes. Relationship with the
environment
BONUS:

● Existential. Learning by seeing the “big picture.” Connects real-world

understanding and appreciation to new learning.
1. BEHAVIORISM (John Watson) = Experiment on Albert Watson & Pavlov. Both
worked in classical conditioning.
THEORIES OF LEARNING L a. Conditioned Response: Classical conditioning (Juan Pavlov)
i. Stimulus Generalization
1. Behaviorism (B.F Skinner or Burrhus Frederic Skinner) ii. Extinction
○ Behaviorism states all stimuli are followed by a response based on the iii. Spontaneous Recovery
environment in which the individual is (positive and negative iv. Discrimination
reinforcement) v. Higher order conditioning
Use of dog and bell response is automatic
2. Constructivism (Jean Piaget)
b. Instrumental conditioning: Operant conditioning (B.F. Skinner)
○ Construtivism indicates knowledge is a construction of the human being
i. Reward. Strengthens behavior (+)
as a product of its relationship with the environment, its capabilities, and
ii. Punishment. Weakens behavior (-)
previous schemes.
REINFORCEMENT SCHEDULE:
3. Socio-Constructivism (Ley Vygotsky)
a. Fixed interval = every 10 mins
○ Socio-Constructivism is characterized by describing learning as a process
b. Variable Interval = different intervals
where social interaction is key to obtaining knowledge.
c. Fixed ratio = 5 times
d. Variable ratio = different ratios
4. Meaningful Learning (David Ausubel)
○ This theory proposes the human being relates the new knowledge with c. Associative Learning Theory: Theory of connectionism (Edward
those it already possesses. Meaningful learning is based on obtaining Thorndike)
quality learning and understanding of concepts. i. Law of exercise. Drills & practices
ii. Law of readiness. Ready & prepared
5. Learning by Discovery (Jerome Bruner) iii. Law of Effect. End results
○ The learning by discovery theory considers effective learning is obtained Father of Educational Technology
when students face a problem not only to solve it but to transfer it.
d. Insight learning theory (Wolfgang Kohler)
6. Social Learning (Albert Bandura) i. Trial ad Error
ii. Ape/Sultan - chimpanze

Prepared By:

NAVIDAD, ARABELLA
 e. Meaningful Learning Theory (Subsumption Theory) 2. Cognitive Maps
i. David Ausubel “Advance Organizer” “Knowledge is 3. Latent Learning
hierarchically organized” 4. Intervening Variables
5. Reinforcement is not essential for learning
f. Proponent of constructivism: Constructivist Theory (Jerome
Bruner) b. Social Learning Theory (Albert Bandura)
i. “Learning is an active process in which learners construct new i. “Modeling”
ideas based upon their current knowledge.” ii. Learning occurs within the social context
ii. Representations, spiral curriculum, discover learning iii. For effective modeling: (ARMM)
1. Attention: Focus
WAYS TO REPRESENT KNOWLEDGE: 2. Retention: Remember
a. Enactive. Active base 3. Motor Reproduction: Ability to replicate
b. Iconic. Images, symbol 4. Motivation: Final necessary ingredient
c. Symbolic. Verbal, words LEVELS (OMI)
1. Observation
INSTRUCTIONAL MATERIALS. Concrete to abstract 2. Modeling
3. Imitation
g. Successful Intelligence Theory and WICS Model (Robert Sternberg)
i. Skills/intelligence: 3. COGNITIVE PERSPECTIVE
1. Memory Skills. Recall facts and information a. Gestalt Theory (Kurt Roffka, Max Wertheimer, Wolfgang Kohler)
2. Analytic Skills. Determine if a certain idea is good i. “Form,” “Shape,” and “Configuration”
3. Creative Skills. Come up with new ideas; flexible to ii. Gestalt Principles:
adjust in new situations. 1. Law of Proximity. Elements that are closer together
4. Practical Skills. Application will be perceived as belonging together.
W. Wisdom 2. Law of Similarity. Elements that look similar will be
I. Intelligence perceived as part of the same form.
C. Creativity 3. Law of Closure. Fill the gaps of the figure we
S. Synthesized perceive.
4. Law of Good Communication. Patterns
2. NEOBEHAVIORISM 5. Law of Good Pragnanz. Law of Simplicity
a. Purposive Behaviorism (Edward Tolman) 6. Law of Figure/Ground. Pay attention to the
i. You learn for a purpose foreground first.
ii. “Sign learning theory”
1. Goal-directedness

Prepared By:

NAVIDAD, ARABELLA
 HOW DOES LEARNING
OCCUR?
COMPARISON OF LEARNING THEORIES L
A. Behaviorism B. Cognitivism C. Constructivism
BEST FOR TEACHING
When learners can transfer When learners retrieve When learners use their
stimulus-response to more information and apply it in knowledge in a real-world
A. Behaviorism B. Cognitivism C. Constructivism general and new situations. new or different situations. situation
Task-based learning Problem-solving involving Solving ill-defined
involving lower-order high-order thinking skills problems involving higher
thinking skills, such as such as understanding, order thinking skills, such COGNITIVE DEVELOPMENT & SOCIOCULTURAL THEORY LLL
remembering, applying, analyzing, as understanding, applying,
understanding, and evaluating, and creating. analyzing, evaluating, and Jean Piaget’s Cognitive Development Theory
applying. creating. ● the 1960s; his ideas were strongly influenced by his history and background
● “According to Piaget everything that we know and understand is filtered through our
ROLE OF THE INSTRUCTOR current frame of reference. In other words, we construct new understandings of the world
based on what we already know.”
A. Behaviorism B. Cognitivism C. Constructivism

Present learners with Provides learners with Aids learners in exploring ● Constructivist approach
structured materials strategies that allow them topics and coming to their ○ “...if children are to know something, they must construct that knowledge
(stimulus) and prompts for to connect new knowledge understanding by asking themselves.”
the right response. to existing knowledge. questions.
● “Children’s constructions of reality (that is, their interpretations of objects and events)
ROLE OF THE
depend on the knowledge they have available to them: the more immature the child’s
LEARNER
cognitive system, the more limited his or her interpretation of an event.”
A. Behaviorism B. Cognitivism C. Constructivism
● The basic unit of understanding was a scheme
A blank-state, passive An active participant An active participant, b ○ Reflective actions: sucking, looking, and grasping
participation to engaged in transforming, building interpretations of
stimulus-response. rehearsing, storing, and the world based on ● Innate processes to explain how children modify schemes
retrieving information. individual experiences ○ Organization. Predisposition to group particular observations into coherent
knowledge, and it occurs both within and across stages of development.

Prepared By:

NAVIDAD, ARABELLA
 ○ Adaptation. To adapt to environmental demands, we also need to incorporate v. Tertiary circular reactions - (10-12 months), they begin to
new ideas systematically experiment, now begun to walk
■ Assimilation. Incorporating the [new] information into their vi. The beginning of thought/symbolic problem solving - (18-24
existing schemes. months), infants begin to internalize their behavioral schemes to
■ Accommodation. Adjusting to their existing concept/idea of construct mental symbols
something 1. Deferred imitation is the capacity to imitate another
person’s behavior sometime after the behavior was
Piaget’s Stages of Cognitive Development observed.
● We are, by nature, constantly motivated to be able to fully assimilate and accommodate 2. Enduring mental representations also means that children
objects and situations in our environment; to reach a state of cognitive equilibrium. can mentally experiment
● Shifts to new levels of thinking stages: 2. Preoperational stage
○ New levels of understanding converge that we reach a major reorganization in a. 2 to 7 years
the structure of our thinking. b. Characterized by an impressive increase in mental representation and
○ Invariant developmental sequence. accompanied by equally impressive limitations
■ There are tremendous individual differences in the ages at which c. Divided into two sub-stages:
children enter or emerge from any particular stage. i. Symbolic substage. (2 to 4 years old), children acquire the
■ Cultural factors and other environmental influences may either ability to mentally represent an object that is not physically
accelerate or retard a child’s rate of intellectual growth present.
1. The child uses external props with high levels of
Four major periods: similarity in order to symbolize the referent
1. Sensorimotor stage 2. Over time, children can use external props that are
a. Birth to 2 years dissimilar to the referent
b. All that infants know is derived from information that comes in through the 3. Eventually, children can just imagine the referent
senses and the motoric actions that they can perform 4. The most important limitations shown by children in
c. Object permanence. The idea is that objects continue to exist when they are no the symbolic function substage are egocentrism and
longer visible or detectable through the other senses. animism.
d. Divided into six sub-stages: a. Egocentrism. Tendency to view the world
i. Reflexive schemes substage - innate reflexes; sucking, grasping solely from one POV
ii. Primary circular reactions - (1-4 months), coordination between b. Animism. The belief that inanimate objects
senses and motor behavior have lifelike qualities
iii. Secondary circular reactions - (4-10 months), becoming more ii. Intuitive thought substage. (4-7 years old), children begin to
aware of the external world. Starting to reach and grasp objects classify, order, and quantify more systematically.
iv. Coordination of secondary schemes/reactions - they begin to 1. Reasoning is largely based on perception and intuition,
engage in goal-directed behaviors rather than rational thinking

Prepared By:

NAVIDAD, ARABELLA
 2. They remain largely unaware of the underlying c. Children can operate on ideas and hypothetical concepts, including those
principles and what they know. that contradict reality.
3. Children’s performance on conservation tasks is d. Children can generate hypotheses; what is possible is more important to
limited them than what is real.
a. Centration is the ability to focus on one i. Deductive reasoning. Reasoning from the general to the specific
attribute. ii. Inductive reasoning. Reasoning from specific observations to
b. Children have not developed decentration, or broad generalizations.
the ability to concentrate on more than one iii. Children are not restricted to thinking about previously acquired
aspect of a problem at the same time. facts
c. Focusing on the end state rather than on the
means to the end. Lev Vygotsky’s Sociocultural Theory
d. Children have not developed reversibility, or ● Contrasting perspective to Piaget’s theory
the ability to imagine a series of steps in both ● Children acquire their culture’s values, beliefs, and problem-solving strategies
forward and reverse directions. through collaborative dialogues with more knowledgeable members of society.
● Cognitive growth occurs in sociocultural context; evolves from social interactions
3. Stage of concrete operations ● Child’s intellectual development is closely tied to their culture
a. 7 to 11 years ● Lower mental functions; attention and memory (developed during the first two
b. Children develop a new set of strategies called concrete operations, years)
wherein their reasoning is tied to concrete situations. ● Language is the most important psychological tool in cognitive development
i. Children appear to acquire conservation of number, liquid, ○ Piaget = Egocentric approach | Vygotsky = Private speech
mass, length, weight and volume in that order ■ Language is not only a means of communicating, but also for
c. They have attained the processes of decentration, compensation, and guiding thinking and behavior
reversibility and, thus, can solve conservation problems. ■ As they gain more experience with tasks, they internalize their
d. Children have a better understanding of quantitative relations and self-directed speech
relational logic. ■ This eventually becomes their mediating tool for thinking and
i. Mental seriation. The ability to mentally arrange items along a planning
quantifiable dimension ● Vygotsky proposed that infants are born with a few elementary mental
ii. Transitivity. Describes the necessary relations among elements functions—attention, sensation, perception, and memory—that are eventually
in a series. transformed by the culture into new and more sophisticated higher mental
functions
4. Stage of formal operations ● Vygotsky believed that many of the truly important “discoveries” that children
a. 11 years and beyond make occur within the context of cooperative, or collaborative, dialogues between
b. Formal-operational thinking is rational, systematic, and abstract. a skilful tutor—who models the activity and transmits verbal instructions, and a

Prepared By:

NAVIDAD, ARABELLA
 novice pupil—who first seeks to understand the tutor’s instruction and eventually ● Symbols are conventional
internalizes this information, using it to regulate his or her own performance.
● Zone of Proximal Development (ZPD) Pragmatic system
○ Lower level (Actual level of development) - what a learner can do ● The abilities that enable us to communicate in a social context
unassisted ● Involves cognitive and social skills
○ Upper level (Potential level of development) - what they cannot do yet ● Conversations take place when participants take turns responding
○ Proximal development - Everything between these levels
● Scaffolding Turn-taking requires individuals to alternate between the roles of listener and speaker
○ Process where an instructor, responds contingently when instructing a ● Effective turn-taking requires recognizing when a response is necessary and
novice, to increase his/her understanding to a problem appropriate
○ Scaffolding occurs not just in formal educational settings but any time a ● Minimizing unnecessary interruptions is an important aspect
more expert person adjusts his input to guide a child to a level near the ● Appropriate turn-taking is an important aspect of conversation maintenance
limits of her capabilities. ○ Adults contribute a great deal to the structure and maintenance of
conversations with young children
● It first appears between mothers and infants
LANGUAGE DEVELOPMENT LL
Turn-taking in infancy
Five Stages of Language Development in Early Childhood: ● Nursing involves a non-verbal type of turn-taking
1. Cooing Stage ● Touching and vocalizations are its two modalities
2. Babbling Stage ● Touch is used to:
3. One-Word Stage ○ Initiate exchanges
4. Two-Word Stage ○ Soothe each other
5. Telegraphic Stage ○ Communicate emotional states.
● It is also involved in the infants’ imitation of others.
Human language is primarily a communication system ○ Facial imitation (3 months)
● It is productive since a finite number of linguistic units and a finite number of ○ Vocal imitation (12 months)
rules are capable of yielding an infinite number of grammatical utterances ● The first attempts to initiate (non-verbal) interactions often focus on directing the
● “We are capable of communicating facts,, opinions and emotions, regardless of adult’s attention to the infant or an object
whether they occurred in the past, are occurring in the present, or will occur in the ○ Point or reach toward an interested object (8 months)
future.” ○ Through responding, infants learn to coordinate gestures, looks and
vocalizations over time to communicate their intents and wants (12 to 18
Language is a symbolic system months)
● Words and parts of words represent meaning ○ As children acquire language, they become more verbal than gestural
● Units of a language refer to things other than themselves

Prepared By:

NAVIDAD, ARABELLA
The Development of the Phonological System The development of articulation
● Speech Perception ● Children are more likely to use words that they can pronounce
○ Phonology is concerned with the perception and production of sounds in ● The capacity of speech articulation reflects a combination of hereditary an
language environmental factors
○ Speech stream - undifferentiated series of speech sounds ● Maturation plays an important role in articulation development
○ Infants learn to divide or segment the speech stream into meaningful ● Children must hear adult sounds to determine sounds and sound distinctions that
units are relevant in language
■ Facilitated by the nature of infant-directed speech or motherese ● Sound production is important in that it enables children to practise and improve
● Higher pitch their articulatory skills
● More exaggerated pitch contours
● Larger pitch range
● More rhythmic The Development of the Syntactic System
■ Infants also prefer to listen to human speech ● Syntax deals with how words and parts of words are related to one
■ 7-month infants are: ● another to produce grammatical sentences
● Able to recognise familiar words in an uninterrupted ● Children begin to produce single word utterances (10-18 months)
speech stream ● Most children begin to produce two words at a time (18-24 months)
● Capable to segment the speech stream into words ○ Children consistently use the words that convey the most meaning
● Able to remember the words that they have segmented ■ Children’s knowledge of language and their use of this
■ Young infants use a variety of cues to determine when words knowledge are limited
begin and end in the speech stream ■ Children’s use of consistent word order seems to reflect limited
● Strongly stressed syllables knowledge rather than general rules
■ Children’s language environment is a factor
● Speech Production ● Rapid increase of syntactic knowledge (24-36 months)
○ Speech production lags developmentally compared with speech
perception Acquisition of Word Meaning hi baby (´｡• ω •｡`) ｡◕ ‿ ◕｡
■ Reflects the difficulty of learning to control the vocal cords, ● Comprehension-based process
mouth, tongue and lips ○ Children must hear it being used
○ Phases of vocal production. ○ Initially, children build their vocabulary by focusing on one-to-one
■ Reflexive vocalizations (Birth-2 months) correspondences between words and things.
■ Cooing and Laughing (2-4 months) ○ They learn that words are meaningful sounds that can be used to
■ Babbling and Vocal Play (4-6 months) represent something else (Early infancy)
■ Canonical Babbling (6-10 months) ○ Words start to represent and refer to real, possible and imaginary objects
■ Modulated Babbling (10 months onwards) (<4 years old)

Prepared By:

NAVIDAD, ARABELLA
 ○ Interpretation and memory determines the initial guess of a word’s ○ Acquiring a new word - When acquiring a new word, search known
meaning concepts in case the word denotes a previously acquired concept. If no
○ Interpretation depends on the child’s: existing concept seems appropriate, attempt to construct a new one.
■ Existing semantic system ○ Acquiring a new concept - When acquiring a new concept, attempt to
■ Knowledge of the world attach a known word to it. If no word seems appropriate, look for one
■ Level of their cognitive skills
■ Ability to selectively attend to others’ cues
POSSIBLE INTERVIEW QUESTIONS LLLL

SOME CONSTRAINTS CHILDREN ENCOUNTER IN LEARNING……… 1. Why did you choose BECEd?
2. Why is BECEd your first/second/third choice?
● Whole object constraint 3. What is your motivation for choosing BECEd?
○ Kids uses words to refer to whole objects rather than parts of objects 4. How did you prepare for the interview?
5. Did you find the exam hard?
● Mutual exclusivity constraint 6. What is/are your teaching strategy?
○ Believes that there is a one-to-one correspondence between words and 7. How would you integrate technology into teaching?
meanings 8. What program can you do as a BECEd teacher?
9. What can you contribute to the BECEd community?
Semantic system 10. What are your learning struggles that will affect you as a BECEd student?
● Categorizes words into relation with their meaning 11. What is your purpose as a teacher?
● They construct their semantic system rather than list of independent words 12. Tell us something about yourself.
○ Words are related to each other (rather than existing in isolation) 13. What’s your “edge?” Why you should be accepted into the program? (Strengths,
unique qualities, skills, and leadership background)
14. What if you get rejected?
THE INTERACTION OF LANGUAGE AND COGNITIVE DEVELOPMENT L 15. Where do you want to teach? Public or private school?
● Children formed concepts before acquiring words
● Children’s first words are most likely to be those that express these early concepts
because children search for ways to communicate what they know.
● Hearing new words, causes children to look for their meanings resulting in new
concepts
● being learned
● Two strategies children use when faced with gaps in their semantic and/or
● conceptual system:

Prepared By:

NAVIDAD, ARABELLA
 The itsy bitsy spider went up the water
spout.
Down came the rain and washed the spider
out.
Out came the sun and dried up all the rain.
NURSERY RHYMES LLLL
Then the itsy bitsy spider went up the
spout again.

Itsy bitsy spider Twinkle twinkle little star Now let’s try it slow, with a low voice.
And a big, big spider.
The itsy bitsy spider went up the water Twinkle twinkle little star.
How I wonder what you are.
spout. The big, big spider went up the water
Up above the world so high.
Down came the rain and washed the spider Like a diamond in the sky. spout.
out. Twinkle twinkle little star. Down came the rain and washed the spider
Out came the sun and dried up all the rain. How I wonder what you are. out.
Then the itsy bitsy spider went up the Out came the sun and dried up all the rain.
spout again. Twinkle twinkle little star. Then the big, big spider went up the spout
How I wonder what you are. again.
Up above the world so high.
Okay kids, very good! Now you know it.
Like a diamond in the sky.
Let’s do it again Ako Ikaw Tayo'y Isang Komunidad Row row row your boat
Twinkle twinkle little star.
How I wonder what you are.
Ako ako ako'y isang komunidad Row row row your boat.
The itsy bitsy spider went up the water
Ako ako ako'y isang komunidad Gently down the stream.
spout. Ako ako ako'y isang komunidad Merrily, merrily, merrily, merrily.
Down came the rain and washed the spider Ako'y isang komunidad la la la Life is but a dream.
out. Sumayaw-sayaw at umindak-indak
Out came the sun and dried up all the rain. Sumayaw-sayaw katulad ng dagat Row row row your boat.
Then the itsy bitsy spider went up the Sumayaw-sayaw at umindak-indak Gently down the stream.
spout again. Sumayaw-sayaw katulad ng dagat Merrily, merrily, merrily, merrily.
Life is but a dream.
Ikaw ikaw ikaw ay isang komunidad
Are you guys afraid of spiders? Well kids, Ikaw ikaw ikaw ay isang komunidad Row row row your boat.
don't be! Those little fellas are harmless. Ikaw ikaw ikaw ay isang komunidad Gently down the stream.
Now, lets go a little bit faster. Ikaw ay isang komunidad la la la Merrily, merrily, merrily, merrily.
Sumayaw-sayaw at umindak-indak Life is but a dream.
Sumayaw-sayaw katulad ng dagat

Prepared By:

NAVIDAD, ARABELLA
Sumayaw-sayaw at umindak-indak Row row row your boat. Jack and Jill went up the hill
Sumayaw-sayaw katulad ng dagat Gently down the stream. to fetch a pail of water.
Merrily, merrily, merrily, merrily. Carefully they brought it down
Tayo tayo tayo'y isang komunidad Life is but a dream. and gave it to their mother.
Tayo tayo tayo'y isang komunidad
Tayo tayo tayo'y isang komunidad Row row row your boat. La la la la la la la
Tayo'y isang komunidad la la la Gently down the stream. La la la la la la
Sumayaw-sayaw at umindak-indak Merrily, merrily, merrily, merrily. La la la la la la la
Sumayaw-sayaw katulad ng dagat Life is but a dream. La la la la la la la
Sumayaw-sayaw at umindak-indak
Sumayaw-sayaw katulad ng dagat Life is but a dream. If you’re happy and you know it Leron Leron Sinta

Ako ikaw tayo'y isang komunidad If you’re happy and you know it, clap your Leron Leron Sinta
Ako ikaw tayo'y isang komunidad hands. (Clap-clap) Buko ng Papaya
Ako ikaw tayo'y isang komunidad If you’re happy and you know it, clap your Dala dala'y buslo
Tayo'y isang komunidad la la la hands. (Clap-clap) Sisidlan ng bunga
Sumayaw-sayaw at umindak-indak If you’re happy and you know it, then your Pagdating sa dulo'y
Sumayaw-sayaw katulad ng dagat face will surely show it. Nabali ang sanga
Sumayaw-sayaw at umindak-indak If you’re happy and you know it, clap your Kapos kapalaran
Sumayaw-sayaw katulad ng dagat hands. (Clap-clap) Humanap ng iba.

Jack & Jill Ten little Indian If you’re happy and you know it, stomp Gumising ka Neneng,
your feet. (Stomp stomp) tayo'y manampalok
Jack & Jill went up the hill One little, two little, three little Indians If you’re happy and you know it, stomp Dalhin mo ang buslo,
to fetch a pail of water. Four little, five little, six little Indians your feet. (Stomp stomp) sisidlan ng hinog
Jack fell down and broke his crown Seven little, eight little, nine little Indians, If you’re happy and you know it, then your Pagdating sa dulo'y
and Jill came tumbling after. Ten little Indian boys. face will surely show it. Uunda-undayog or lalamba-lambayog
If you’re happy and you know it, stomp Kumapit ka Neneng,
Jack & Jill went up the hill Ten little, nine little, eight little Indians, your feet. (Stomp stomp) baka ka mahulog.
to fetch a pail of water. Seven little, six little, five little Indians,
Jill fell down and broke her crown Four little, three little, two little Indians, If you’re happy and you know it, shout Ako’y gayahin mo,
and Jack came tumbling after. One little Indian boy. “Hooray!” (Hoo-ray!) Isang batang matapang
If you’re happy and you know it, shout Ang baril ko’y pito,
La la la la la la la “Hooray!” (Hoo-ray!) Ang sundang ko’y siyam
La la la la la la If you’re happy and you know it, then your Ang lalakarin ko’y parte ng dinulang
La la la la la la la face will surely show it. Isang pinggang pansit ang aking kalaban
La la la la la la la If you’re happy and you know it, shout
“Hooray!” (Hoo-ray!)

Prepared By:

NAVIDAD, ARABELLA
 Tang, tang, tang, tang, pakitang-kitang Sigarilyas at mani
If you’re happy and you know it, do all Alamanga sa dagat, malaka at masarap Sitaw, bataw, patani
three (clap-clap, stomp-stomp, hoo-ray!) Kay harap halahan, sapagkat nangangagat Kundol, patola, upo’t kalabasa
If you’re happy and you know it, do all Atsaka mayroon pang
three (clap-clap, stomp-stomp, hoo-ray!) Teng, teng, teng, teng, peketeng-keteng Labanos, mustasa
If you’re happy and you know it, then your Elemenge se deget, meleke et meserep Sibuyas, kamatis, bawang, at luya
face will surely show it Key herep helehen, sepegket nengengeget Sa paligid-ligid ay maraming linga
If you’re happy and you know it, do all
three. (clap-clap, stomp-stomp, hoo-ray!) Ting, ting, ting, ting, pikiting-kiting
Ilimingi si digit, miliki it misirip
Mary had a little lamb Humpty Dumpty Kiy hirip hilihin, sipigkit ningingigit

Mary had a little lamb, Humpty Dumpty sat on a wall. Tong, tong, tong, tong, pokotong-kotong
It's fleece was white as snow; Humpty Dumpty had a great fall. Olomongo so dogot, moloko ot mosorop
And everywhere that Mary went All the king’s horses and all the king’s Koy horop holohon, sopogkot
The lamb was sure to go. men nongongogot
couldn’t put Humpty together again.
He followed her to school one day Tung, tung, tung, tung, pukutung-kutung
Which was against the rule; Humpty Dumpty sat on a wall. Ulumungu su dugut, muluku ut musurup
It made the children laugh and play, Humpty Dumpty had a great fall. Kuy hurup huluhun, supugkut
To see a lamb at school. All the king’s horses and all the king’s nungungugut
men
And so the teacher turned him out, couldn’t put Humpty together again. Ako ay may lobo Pen pen de sarapen
But still he lingered near;
And waited patiently about Humpty Dumpty sat on a wall. Ako ay may lobo Pen pen de sarapen
Till Mary did appear Humpty Dumpty had a great fall. Lumipad sa langit De kutsilyo de almasen
All the king’s horses and all the king’s ‘Di ko na nakita Haw haw de karabaw
"What makes the lamb love Mary so?" men Pumutok na pala Batuten
The eager children cry; couldn’t put Humpty together again. Sipit namimilipit
"Why, Mary loves the lamb, you know," Sayang ang pera ko Ginto’t pilak namumulaklak
The teacher did reply. Binili ng lobo Sa tabi ng dagat
Kung pagkain sana Sayang pula
Tong Tong Pakitong Bahay kubo Nabusog pa ako Tatlong pera
Sayang puti
Tong, tong, tong, tong, pakitong-kitong Bahay kubo kahit munti Tatlong salapi
Alimango sa dagat, malaki at masarap Ang halaman doon Sawsaw sa suka
Kay hirap hulihin, sapagkat nangangagat Ay sari-sari Mahuli taya
Singkamas at talong Sawsaw sa suka

Prepared By:

NAVIDAD, ARABELLA
 Mahuli taya
May tatlong bibe akong nakita.
Sitsiritsit One day, isang araw Mataba, mapayat mga bibe,
Ngunit ang may pakpak sa likod ay iisa,
Sitsiritsit, alibangbang One day, isang araw Siya ang lider na nagsabi ng kwak kwak!
Salaginto at salagubang I saw, nakakita Kwak kwak kwak! Kwak kwak kwak!
Ang babae sa lansangan One bird, isang ibon
Kung gumiri’y parang tandang Flying, lumilipad ang mga ibon na lumilipad Star light, star bright
I caught, hinuli ko
Santo Niño sa Pandacan I pick, pinulot ko Ang mga ibon Star light, star bright
Puto seko sa tindahan I cook, niluto ko Na lumilipad First star I see tonight
Kung ayaw mong magpautang I eat, kinain ko Ay mahal ng Diyos Wish I may, wish I might
Uubusin ka ng langgam Hindi kumukupas Have the wish I wish tonight

Mama, mama, namamangka Ang mga ibon na lumilipad Star light, star bright
Pasakayin yaring bata. Ay mahal ng Diyos 'di kumukupas First star I see tonight
Pagdating sa Maynila 'Wag ka nang malungkot Wish I may, wish I might
Ipagpalit ng manika Oh praise the Lord Have the wish I wish tonight

Ale, ale namamayong Ang mga isda Star light, star bright
Pasukubin yaring sanggol Na lumalangoy First star I see tonight
Pagdating sa Malabon Ay mahal ng Diyos (ay mahal ng Diyos) Wish I may, wish I might
Ipagpalit ng bagoong Hindi kumukupas (hindi kumukupas) Have the wish I wish tonight
Ang mga isda na lumalangoy
tatlong bibe Sampung mga daliri Ay mahal ng Diyos 'di kumukupas Star light, star bright
'Wag ka nang malungkot First star I see tonight
May tatlong bibe akong nakita. Sampung mga daliri, kamay at paa Oh praise the Lord Wish I may, wish I might
Mataba, mapayat mga bibe, Dalawang tenga, dalawang mata Have the wish I wish tonight
Ngunit ang may pakpak sa likod ay iisa, Ilong na maganda Ang mga bata (ang mga bata)
Siya ang lider na nagsabi ng kwak kwak! Maliliit na ngipin, masarap kumain Na naglalaro (na naglalaro)
Kwak kwak kwak! Kwak kwak kwak! Dilang maliit na nagsasabing Ay mahal ng Diyos
"Huwag magsinungaling" Hindi kumukupas
Tayo na sa ilog ang sabi, Sampung mga daliri, kamay at paa Ang mga bata na naglalaro
Kumendeng, kumendeng ang mga bibe. Dalawang tenga, dalawang mata Ay mahal ng Diyos 'di kumukupas
Ngunit ang may pakpak sa likod ay iisa, Ilong na maganda 'Wag ka nang malungkot
Siya ang lider na nagsabi ng kwak kwak! Maliliit na ngipin, masarap kumain Oh praise the Lord
Kwak kwak kwak! Kwak kwak kwak! Dilang maliit na nagsasabing
Siya ang lider na nagsabi ng kwak kwak! "Huwag magsinungaling" I raise my hands hallelujah amen and

Prepared By:

NAVIDAD, ARABELLA
praise the Lord
I raise my hands hallelujah amen and
praise the Lord
I raise my hands hallelujah amen
I raise my hands hallelujah amen
I raise my hands hallelujah amen and
praise the Lord
I raise my hands hallelujah amen and
praise the Lord
I raise my hands hallelujah amen and
praise the Lord
I raise my hands hallelujah amen
I raise my hands hallelujah amen
I raise my hands hallelujah amen and
praise the Lord

Prepared By:

NAVIDAD, ARABELLA