Kindergarten MATATAG Curriculum

The Kindergarten curriculum aims to produce active young Filipino learners who are holistically developed and equipped with 21st century skills. Hence, the Curriculum is designed to:

● Foster development of learners’ identity, social and emotional development, cognitive ability, physical health, and positive attitudes.
● Develop learners’ 21st century skills.
● Provide learners with experiences that are actively engaging in meaning-making through hands-on activities.
● Provide learners with varied opportunities to enjoy activities that are developmentally appropriate.
● Stimulate learners’ intellectual ability, creativity, communication skills, and critical thinking.
● Enhance learners’ spirit of teamwork through collaborative activities.
● Foster learning experiences and content that are nationalistic and culturally responsive, compatible, and relevant to the learner.

Kindergarten Education espouses a learner-centered curriculum that aims to develop holistic learners equipped with foundational skills imbued with physical, social, emotional, cognitive, and values development. This is attained through play-based learning which is anchored on the developmentally - appropriate practices and theories with consideration of learners’ expanding environment toward life-long learning.

The revised Kindergarten Curriculum Framework describes how the education elements operate to attain its goals in adherence to the mandate of RA 10157 or the Kindergarten Education Act as shown in Figure 1. In accordance with the law's mandate, Kindergarten level is required to sufficiently prepare all learners for formal elementary schooling. Kindergarten education is vital to the development of the Filipino child for it is the period when the young mind’s absorptive capacity for learning is at its sharpest. Thus, this level is a crucial stage in the formation and preparation of every young learner as a citizen of the country and the world. Foundational skills must be strengthened while espousing the social, emotional, and values development of each learner. To do this, the policy of the State assures a learner-oriented education that is responsive to the needs of the learners, capacitates their cognition and social abilities, and provides diversity among learners through the appropriate languages of teaching and learning.

Given this objective, the design is anchored on the principles that are applicable to the context of a unique child placed at the center of the framework who is described as an active learner. The child is seen as undergoing the process of blossoming – like a flower bud whose development should not be forced lest it loses its chance to fully mature. This can be achieved in the process of transformation as learners are scaffolded to engage, explore, develop critical thinking, and discover information as illustrated in the interlocking circles. Hence, all Filipino Kindergarten learners equipped with 21st century skills are empowered to take responsibility for their own learning.