The National Early Learning Framework is a policy document that consolidates and unifies the various early learning programs of government and non-government organizations. It contains appropriate early learning experiences which various ECCD practitioners can use as anchor to ensure the delivery of a full range of health, nutrition, social, and early learning services for the child at all levels of development.
Resolution No. 10-01
Resolution Approving the National Early Learning Framework ECCD Council Governing Board Meeting: 24 September 2010
The NELF envisions the Filipino Child as a human being:
who loves God, parents, and country;
one who is proud to be a Filipino
one who honors the customs, traditions and good values of the people;
one who knows his/her basic rights;
one who respects other cultures;
and is able to live in peace and harmony with all.
The NELF views the child as the most important asset of the nation.
It recognizes the Filipino child as a distinct person with infinite potentials.
It acknowledges that the Filipino child enjoys the benefits of belonging to a unique social, linguistic, and cultural heritage.
It underscores the critical importance of a secure and supportive environment in the development of the child.
It celebrates diversity in the many strengths and capabilities of the child to reach his/her fullest potentials.
The goal of NELF is to provide Filipino children with early learning and development programs that are age-appropriate (developmentally appropriate), gender-fair, sensitive to diverse cultures (culturally-appropriate) and where he/she may be sheltered with love and care of family and community
Physical Health, Well-Being and Motor Development
It refers to a child’s physical growth, health and safety, and the development of skills related to the use of large and small muscle groups.
It refers to the child's ability to know one's self, express and understand feelings, and relate to others
Character and Values Development
It refers to a developing understanding of justice and fairness, right and wrong, love and respect for different arenas of the child's life.
Cognitive Development/ Intellectual Development
It refers to a child's ability to abstract,understand concepts and their logical relations, and to manipulate them to arrive at new ideas or conclusions.
It refers to a child's ability to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing, and counting.
It refers to a child's awareness of and development of their innate talent and creative skills. The domain includes music, visul arts, drama, dance, and creative movements.
Every child is unique.
Every aspect of growth and development is interrelated and interdependent.
The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a responsive manner.
The child must be encouraged to aspire beyond one's own level of achievements and to practice newly acquired competencies.
Every child is a thinking, moving, feeling, and interactive human being.
The learning program is child centered.
The learning program is appropriate for developing the six (6) domains of development, and must sustain interest in active learning of all children including those with special abilities, are marginalized, and/or at risk.
The learning program is implemented by way of diverse learning activities.
The use of learning materials and other resources that are locally developed and/or locally available is encouraged.
The mother tongue shall be used as the child's language and shall be recognized as the bridge language of learning.
Assessment is done to monitor learning, know the child's progress, and inform parents of the child's progress.
Assessment is essential to identifying the child's total developmental needs and does not determine academic achievement.
Assessment is best conducted on a regular basis for timely response to improve learning areas.
The results of assessment of learning of a child shall be kept strictly confidential.
Ratings should be qualitative/descriptive and not only numerical.
The family and community may be informed of the general outcomes of learning so as to encourage further cooperation and partnerships.