INTRODUCTION

The Department of Education (DepEd), a strong advocate of early

childhood education has included Kindergarten in its basic education
curriculum. Young children with special needs are likewise included in
the various programs for kindergarten learners initiated and
implemented by the Department.
While needs of preschoolers are the same, there are children who
deviate from the norm; physically, cognitively, socially and
emotionally. This impedes learning, needing certain adjustments and
modifications in the delivery of educational services. One group of
children with special needs are those with hearing impairment, who
necessitate curricular adjustments to attain educational goals like
their peers.
Hearing children enter school with the ability to process and integrate
verbal information, so the curriculum is based on the assumption that
all children enter school with basic language skills. A child with
hearing impairment begins life unable to use easily the
symbol/communication system of those around them. As they develop,
they may not have a vocabulary, a clear knowledge of the significance
of words, and an understanding on how to use words in structural
sequences that transmits meaning to others.


Thus, a primary need of Children with Hearing
Impairment (CwHI) is a symbol/communication
system that allows for social interaction and the
sharing of ideas and concepts. This manual
focuses on LANGUAGE, as a special learning
area, where skills in signing/speaking, listening,
speechreading and utilizing residual hearing are
developed.
This learning resource acknowledges the
significance of Kindergarten, as a most critical
period in the formal educational ladder of CwHI,
many of whom did not have the benefit of early
intervention programs. Kindergarten education
would somehow minimize the setback brought
about by hearing impairment and prepare young
CwHI for literacy development.

II. FRAMEWORK

The Kindergarten Curricular Framework for CwHI modifies the Kindergarten
Curriculum Framework which was drawn from the principles and goals of the K to 12
Basic Education Curriculum Framework. This is aligned with the National Early
Learning Framework. It depicts the special learning areas for Kindergarten learners
with hearing impairment that aims to develop skills to meet curriculum challenges.

The framework has two (2) main parts. The first part consists of rectangular figures
showing the developmentally appropriate practices. This applied in a language-rich
environment for the development of basic communication skills of Children with
Hearing Impairment (CwHI). The succeeding rectangles present the principles and
approaches that guide teaching- learning.

The second part of the framework illustrates the hearing mechanism that is heart-
shaped to symbolize and underscore the need for holistic development of these
young children. This will serves as a guide to utilize best thinking and practices on
programs and services for CwHI.

At the center of the ear-heart concept is a child with hearing impairment who is
foremost a child but with sensory deprivation needing accommodation and support
to learn. Like any child, he shall develop holistically in all the domains shown in the
inner circle. The next circle that envelops the child represents the different
learning areas that will ensure the development of the childs personality. Given
special emphasis at the upper center is on the cognitive domain, which underscores
language development, a special and vital learning area in the education of CwHI.
The outer circle shows the themes where the different learning tasks and activities
revolve. The above discussion is illustrated in Figure 1 below.
Kindergarten for Special Children with
Disabilities and the Gifted and Talented,
called Headstart or Early education for
learners with disabilities and the ably
endowed with multiple gifts.

Animated by and anchored on theories
propounded by pioneer thinkers and
educators. Among these are Piaget,
Froebel, Pestalozzi, Erikson, Montessori,
Dewey, Steiner, Gardner, and Sternberg.
CONCEPTUAL FRAMEWORK
Piagets cognitive- developmental theory
focuses on intellectual development
Eriksons psychoanalytic theory describes
varied feelings brought to tasks at hand.

For Piaget, development not motivated by
biological maturation and social forces, but
by childs efforts to solve cognitive
problems.
Piaget identified sequential stages of
development of the child , qualitatively
different, universal, and invariable, because
determined by maturation.

These stages are (Farrrell, 2009 ) ;

1 ) sensorimotor stage ( 0-2 years )
2 ) pre-operational stage ( 2-7 years )
3 ) concrete operational stage ( 7- 11 years )
4 ) formal operational stage ( 11- 12 years
onwards ).


The German educator Froebel created the
kindergarten or childrens garden , a school for
early childhood education. An idealist, Froebel
believed that inherent spirituality is at the core of
human nature.
Montessoris interests were more practical than
theoretical, she developed a theoretical position
owed to Rousseau. It is wrong to assume that
children are whatever we make them.
Pestalozzi a mentor for Froebel, who used his
methods selectively.

Froebel endorsed Pestalozzis use of sensation and
objects in a permissive school atmosphere, believed
the latter s process needed more philosophical
foundation.

Froebel asserted that a concrete object would
stimulate recall of a corresponding concept in the
childs mind. ( Ornstein, A. C. et al, 2011 ).

The curricular themes
1. Myself concepts and ideas that help the learners
understand himself/herself better so that he/she will
develop as an individual.
2. My Family concepts, ideas, practices that guides the
child to be responsible and proud of himself and his
family.
3. My School concepts, ideas, practices, and situations
that help the child understand how to be an individual and
socialize with other learners, teachers, school personnel
and other members of the school.
4. My Community concepts, ideas, practices,
situations, and responsibilities that the learner should
acquire and understand so that he/she will become
functional and responsive member of the community.
5. More Things Around Me all other concepts, ideas,
practices, situations, and responsibilities not covered by
themes 1 to 4 but which may be relevant to the
community, culture, and interest of the leaner.