CURRICULUM FRAMEWORK

Constructivist, Integrative, Thematic,

Collaborative, and Reflective, Interest-
Based
Situation, Learning Experience
rinciples on Child !ro"th and #evelopment,
Learning roagram #evelopment Learning and
$ssessment
#evelopmentall% $ppropriate ractices &#$',
$ge-$ppropriate, Individuall% $ppropriate, Socio-Culturall%
$ppropriate
The framework shows the learner as the center of the educational process. The star
figure represents the different domains expected for a child to be holistically developed. It shows that
the abilities of the gifted child can be maximized. Each child is a STA in his!her own right. The circle
around the star consists of the ma"or learning areas where the child will experience opportunities and
activities that will enhance his!her innate gifts and talents around different themes.
The stair#like rectangles that support the circle refers to the salient features of the curriculum.
The first rectangle contains the characteristics of the curriculum$ the second states the different
principles needed to teach the gifted child$ while the third rectangle that connects to the circle
represents various theories$ approaches and strategies for the effective delivery of the curriculum.
A. DOMAINS:
%omains are the developmental tasks or milestones that headstart kindergartens are
expected to attain.
These include the following:
&. Motor Development, Phsic!l "e!lth, !nd #ell $eing' refers to a child(s motor
development for physical growth$ health and safety$ leading to well#being.
). Soci!l%&motion!l Development ' refers to the child(s ability to know one(s self$ express
and understand feelings$ and relate to others.
*. 'h!r!cter !nd (!lues Development ' refers to understanding of "ustice and fairness$
right and wrong$ love and respect for different aspects of child(s life.
+. 'ognitive)Individu!l Development ' refers to a child(s ability to grasp and abstract
concepts and their logical relation$ and to arrive at new ideas or conclusions.
,. *!ngu!ge Development ' refer(s to a child ability to imbibe and use language to
communicate ideas$ ac-uire language skills in preparation for reading$ writing and
counting.
.. 're!tive !nd Aesthetic Development ' refers to the child(s awareness of and aplication
of his!her innate talents and creativity.
$. '+,,I'+*A, T"&M&S
&. -OD, M& AND M. /AMI*. ' concepts that help the learner understands and
appreciates himself!herself as a creation of /od$ maximizes his potentials as an
individual and as a productive family member.
). M. S'"OO* AND 'OMM+NIT. ' contains activities that guide the child to realize
his!her role and responsibilities in the school and the community.
*. M. 'O+NT,. ' contains activities and experiences that instill the child(s love for his
culture$ heritage$ identity and nationality. It also includes activities that help him!her
realize his roles and resonsibilities as a productive citizen$ global in outlook but
nationalistic.
+. T"& #O,*D A,O+ND M& ' contains experiences and activities that hone the child(s
digital skills to connect to the world. It uses games and other activities in digital and other
media to be competent in a globalized world.