A Critical Description of Management of Developmentally Appropriate Practices in Early Language, Literacy, and Numeracy (DAP in ELLN) in K to 3

Abstract

INTRODUCTION

Language, Literacy, and Numeracyare skills that every learner should be acquired and developed that need developmentally appropriate practices in planning and instruction in order for them to succeed in their life.

METHODS

It utilized a non-experimental, descriptive type of research to describe the existing implementation of DAP in ELLN in K to 3 in Bukandala Elementary School. It is done to understand what kind of management and leadership we need to effectively and promptly deliver DAP in ELLN in K to 3. It is also made to find ways of involving the first members to the education community -the parents -in realizing the importance and benefits of DAP in ELLN in their children's education.

RESULTS

The management of DAP in ELLN as perceived by the K to 3 teachers in terms of vision and mission, faculty training and development, curriculum and instructions, learning environment and facilities. Using the four-point response, the alignment of management of DAP in ELLN to Department of Education's vision and mission, faculty training, and development, curriculum and instructions, learning environment and facilities got an overall mean of 3.51 or very high efficiency and promptness.

DISCUSSIONS

Based on the findings, there is an assurance that every child is being formed to the spirit of learning through life and acquisition of the required 21st century skills and technology inclusive of the values proper of a Filipino (Education Act 1982) as well as in the mastery of core competencies and skills and acquiring primary language, literacy and numeracy (DO No. 12, s. 2015). K to 3 teachers are highly and adequately trained and assessment of their needs. They provide learners time for other learning opportunities beyond the classroom, thus allowing for a more holistic development that is globally competitive based on a pedagogical sound curriculum that is at par with international standards (RA 10533, Section 2 (a). Adequate and functional reading corners, library, and reading part of the school in the implementation of ELLN and accountable for the efficient and effective attainment of specified learning objectives in pursuance of national development goals within the limits of available school resources (Education Act 1982).