Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

Sumacab Campus, Cabanatuan City
COLLEGE OF EDUCATION

I. Objectives

At the end of the lesson students are able to:

1. Understand the Republic Act 8980 ; and

2. Reflect on the ECCD ;

3. To utilize the real time information being generated by the system which are valuable
for effective planning.

II. Subject matter

EDUC 12: Teaching Profession: Coaching the Future Teachers (OBE and K-12 Compliant)

TOPIC: 7.10 Excerpts from Republic Act 8980

III. Materials
Power Point Presentation
Laptop
Projector

IV. Procedure
A. Preliminary Activities
The teacher will lead the prayer. Then he will ask the students to pick all the pieces
of paper and candy wrappers under their chairs. And arrange the chairs properly
and quietly.
B. Review
The teacher will review the past lesson to the class.
C. Lesson Proper
The teacher will discuss the following:
 R.A . 8980
 ECCD
 Section 1-4
D. Application
Direction: Reflect on the provision of ECCD. Write at least three pharagraph.
E. Generalization
The teacher will review the present topic to the class.
V. Evaluation
The teachers will give a quiz composed of 20 questions.
VI. Assignment
Direction: Search about The Kinder garder act.
 Republic Act 8980
(Reflection Paper)
This country has the laws and structures but the problem is implementation. Either
citizens are unaware of the laws hence don’t know what their role and responsibilities are
relative to the laws or implementation is half-baked. Add to this the absence of a system of
evaluation of public policies and programs. And you have public officials, who are at their worst,
haven’t learned anything and are not accountable to anyone.

Republic Act 8980 (The ECCD Act of 2000) is one such law and the day care center one
such structure (Republic Act 6972) that are not fully understood. One of the objective of the law
is for every barangay or village to have at least one day care center and a day care worker. 1999
data shows there are a total of 32,787 day care centers in the country’s 42,027 barangays. This is
78% coverage

.R.A. 8980 is an act promulgating a comprehensive policy and a National System for
Early Childhood Care and Development (ECCD), providing funds therefore and for other
purposes .Combined interventions to improve both physical and psychological development have
greater impact than either or alone. This country has the laws and structures but the problem is

implementation. Either citizens are unaware of the laws hence don’t know what their role and

responsibilities are relative to the laws or implementation is half-baked. Add to this the absence
of a system of evaluation of public policies and programs. And you have public officials, who

are at their worst, haven’t learned anything and are not accountable to anyone. Republic Act

8980 (The ECCD Act of 2000) is one such law and the day care center one such structure
(Republic Act 6972) that are not fully understood. One of the objectives of the law is for every
barangay or village to have at least one day care center and a day care worker. These days, for
the average worker, providing quality of life for the family means both parents need to work,
normally outside the home which means having to deal with the issue of child care. Child care is

also especially difficult for solo parents. ‘Working outside the home’ encompasses short hours, a

full day, weeks, months, and years (the latter pertaining to overseas contract workers). Well and

good when there is an extended family around or nearby – grandparents usually – who could take
over child care. Otherwise, especially for Filipinos, a “yaya” is hired. But what do you do when

you don’t have relatives nearby or for some reason getting a “yaya” is out of the question? Where

will you leave your three year-old? Who can you trust him or her with?

Foreigners, especially from Singapore and South Korea, care for young children in their
society is institutionalized, that is, parents turn to private day care centers. Singapore has one or
not the best day care center / preschool system in East Asia. Grade schoolers in South Korea
after school, instead of going home, they attend various skills-based classes (piano, painting,

etc.) until such time that their parents finish their day’s work to fetch them. (Which is why,

compared to most Filipino children their age, these children are more mature in their ways and

thoughts – they’re not coddled.). But what about parents without options or a support system?

We witness or read in the news of babies or children from poor families being sold by their own
parents. I can imagine why they do it. It so alarming at the sale of babies, proposed that mothers

turn over their children to the DSWD for adoption instead. I’ve much respect for this but

permanently giving up one’s child should be the last recourse by a desperate mother or all

mothers for that matter. Child care should never be a burden on mothers, parents, and society.
The drive and intelligence that we expend on economic growth should be the same level of
devotion we allot for child care. Our future is after all hinged on the children. Presently, there are

around 2M Filipinos working abroad, let’s say, two-thirds are parents. National government and

media have popularized overseas workers’ collective image as the country’s “modern heroes” but

how are these heroes’ children being cared for? Shouldn’t their children, along with the rest,

given care that is appropriate to heroes too? But media by angling the issue of errant children as
the fault of overseas workers fails to educate the public about the core of the issue which is, as

what I’ve been trying to work out here, the investment in and implementation of national laws

pertaining to child care. From media’s angle of the issue, the solution being implied is for

overseas workers to come home and take care of their children.

 Now more than ever, when the country is experiencing demographic changes as a result
of development and growth, it really takes a village to raise a child. Quality child care should not
only be for children of parents who are able to pay but for all children. And contrary to old
school belief, preschool-aged children should not be cooped up with their caregivers 24/7, it is
unhealthy. They need to interact with other children their age, learn from adult models outside
their family circle, be exposed to and stimulated by play and stories that caregivers in their

family can’t all provide, in other words, they need to develop holistically. The public day care

service is set up by law to provide and support parents and families in this, and with the ECCD

Act, the centers become the converging point in the provision of young children’s health needs,

early education and psychosocial development. It also has supposedly parental education (Parent
Education Service, Empowerment and Reaffirmation of Paternal Abilities or ERPAT targeting

fathers) toward this, public officials in the barangays should – it is not an option study the two

laws and start talking with residents. Their agenda can begin with child care needs of the
families.
Understanding Ethics,Morality and Values

What's the Difference Between Ethics, Morals and Values?

Have you ever deemed someone's behavior to be unethical? Have you ever
questioned their moral code or the values upon which they base their
decisions? When our minds wander to these places, the three terms -- ethics,
morals and values -- tend to get a bit murky. As a society, we tend to
interchange the three.
So, what's the difference between ethics, morals, and values? The difference is
slight but it's there. Understanding the difference between the three will help
you delve into your next novel with a greater understanding of each character.
Values
Let's start with values. Values are the foundation of a person's ability to judge
between right and wrong. Values include a deep-rooted system of beliefs.
They have intrinsic worth, but are not universally accepted. This system allows
each individual to determine what should and shouldn't be.
What Is Important or Valuable?
For example, if someone's value system is founded upon honesty, they would
probably make a proper judgment between cheating on a college entrance
exam (wrong) and studying hard to ace a college entrance exam (right).
Conversely, if someone valued achievement and success over honesty, that
person may opt to cheat on the exam in order to achieve the desired result.
This relates to which value is "worth more" to the individual. These
fundamental beliefs are the barometer that go on to guide a person's
decisions. Values don't necessarily need to be "system wide" in a group of
people. Rather, they tend to be a personal, individual foundation that
influences a particular person's behavior.
Morals
Next, we have morals, which are formed out of values. They're the actual
system of beliefs that emerge out of a person's core values. Morals are
specific and context-driven rules that govern a person's behavior. Because this
system of beliefs is individually tailored to a person's life experience, it's
subject to opinion.
Amoral vs. Immoral
Be careful with the terminology in this category. Sometimes, the words
"amoral" and "immoral" are interchanged. However, they're quite different. If
someone is amoral, they have no sense of right and wrong. They don't have
the foundation that comes with a sound set of values. Meanwhile, if someone
if immoral, you can be sure they know right from wrong. They're just choosing
to do the wrong thing.
A Moral Dilemma
Given the personal nature of morals, someone might deem an action to be
"good" even if it's breaking a law. For example, what if a daughter couldn't
afford the life-saving medicine her dying mother needed but she, somehow,
had access to the storeroom where the medicine was housed? In this instance,
her core values might tell her stealing is wrong. However, her morality would
tell her she needs to protect her mother. As such, the daughter might end up
doing the wrong thing (stealing, as judged by her values) for the right reasons
(saving her mother, as judged by her morals).
Ethics
Finally, we have ethics. Ethics are the vehicle to our morals. They're our morals
in action. Ethics enact the system we've developed in our moral code. As such,
someone will behave ethically or unethically. For example, someone's ethics
will prevent them from taking action and telling a bold-faced lie or stealing
their mother-in-law's secret recipe for cornbread. This might seem like muddy
water to you. The line between morals and ethics is so fine, it's easy to miss.
Well, you're not alone. Encyclopedia Britannica considers "morals" and
"ethics" to be interchangeable terms. However, the context in which they're
used might provide further distinction.
Professional Ethics
We tend to link morals to matters of religion and spirituality. Meanwhile,
ethics are closely linked to matters pertaining to medicine or law. We know
doctors are held to a strict code of ethics when they swear the Hippocratic
Oath. Similarly, an organization like PETA literally stands for "People for the
Ethical Treatment of Animals." Consider morals as the rulebook and ethics as
the motivator that leads to proper or improper action.
Sound Moral Judgment
Sound moral judgment is rooted in strong values and acted upon by our
ethics. It seems like the three are the same, but they're different enough to
warrant a closer study. If you're writing a short story, you might want to
approach your main character from this viewpoint. As you develop the conflict
your main character will face, try to create a deep-rooted set of values.
Consider where those values might have come from. Then, use their morality
as the barometer in any decisions they have to make.
Science is viewed as a branch of knowledge or study dealing with a body of
facts or truths systematically arranged and showing the operation of general
laws. It may also be defined to include systematic knowledge of the physical
or material world; systematized knowledge in general; knowledge of facts and
principles; and knowledge gained by systematic study.

In the ethics of science nothing is expected to be believed with more

conviction than the evidence warrants. Ethics itself deals with values relating
to human conduct, with respect to the right and wrong of certain actions and
to the good and bad of the motives and ends of such actions. Although
rightness embraces correctness or accuracy and propriety or fitness, it also
implies moral integrity that demands soundness of and adherence to moral
principle and character. Similarly, goodness may be described as the state or
quality of being good, kindly feeling, kindness, generosity, excellence of
quality, virtue, and moral excellence.

Promotion of science along with the growth of moral values is necessary for
human development. Ethics demands reporting authentic results rather than
withholding relevant information. That is to say that scientists are expected to
be honest. Another ethical requirement on the part of scientists is the proper
treatment of living subjects, both humans and animals. This calls for checking
and balancing mechanisms to ensure that the health and security of such
subjects are endangered neither in research laboratories nor in their natural
environment. Lusting after fame or recognition, egoism, greed, prejudice,
snobbishness, racism, and political considerations have frequently resulted in
immorality in the domain of science.

Research findings indicate that if science considers ethical values, then the
lives of humans and other creatures are not endangered by destructive agents
like atomic bombs and chemical weapons. Measures should be taken to avoid
using science against humans. This can be achieved by promotion of
scientists' moral values.

A great number of scientists have been at the service of mankind mainly

because of their belief in ethical values. Such scientists have saved the lives of
countless people, animals, and plants. They have devised ingenious methods
for the protection of the environment. In contrast, certain scientific findings
have brought about the destruction of millions of people and animals, and
the environment. Science can be productive or counterproductive. Hence, all
nations are required to devise appropriate codes and control mechanisms to
direct the scientific activities in their ethical path.

Scientific achievement portrays the dignity of the human being and his unique
role in the world. In the distant past, critical scientific discoveries that had
profound impact on the development of human societies occurred
occasionally. Now, such discoveries are made more frequently. In the last few
decades, humans have made more major advances in understanding physical
reality than had been made during the whole prior history of the earth.
Obviously, the development of science never ceases. It is wonderful to
consider man's present knowledge of the building blocks of physical reality.
Although almost all the mountains and rivers have been named, the ocean
floors mapped to the deepest trenches, and the atmosphere transected and
chemically analyzed, we should not think that the world has been completely
explored.

Even though some 1.4 million species of organisms have been discovered and
identified, the total number alive on Earth is estimated somewhere between
10 million and 100 million.1 No one can say with confidence which of these
figures is the closer. Although scientists have given thousands of the species
scientific names, fewer than ten percent have been studied at a level deeper
than gross anatomy. The revolution in molecular biology and medicine was
achieved with a still smaller fraction of discoveries. The emergence of new
technologies and the generous funding of medical research have assisted
biologists to probe deeply along a narrow sector of the front. It is now the
time to be conscious about the study of biodiversity since species are
disappearing at an ever-increasing rate through human action. It is estimated
that one fifth or more of the species of plants and animals could vanish or be
doomed to early extinction by the year 2020 unless better efforts are made to
save them.
Most people learn ethical norms at home, at school, in church, or in other
social settings. Although most people acquire their sense of right and wrong
during childhood, moral development occurs throughout life and human
beings pass through different stages of growth as they mature. Ethical norms
are so ubiquitous that one might be tempted to regard them as simple
commonsense. On the other hand, if morality were nothing more than
commonsense, then why are there so many ethical disputes and issues in our
society?

One plausible explanation of these disagreements is that all people recognize

some common ethical norms but interpret, apply, and balance them in
different ways in light of their own values and life experiences. For example,
two people could agree that murder is wrong but disagree about the morality
of abortion because they have different understandings of what it means to
be a human being.

Most societies also have legal rules that govern behavior, but ethical norms
tend to be broader and more informal than laws. Although most societies use
laws to enforce widely accepted moral standards and ethical and legal rules
use similar concepts, ethics and law are not the same. An action may be legal
but unethical or illegal but ethical. We can also use ethical concepts and
principles to criticize, evaluate, propose, or interpret laws. Indeed, in the last
century, many social reformers have urged citizens to disobey laws they
regarded as immoral or unjust laws. Peaceful civil disobedience is an ethical
way of protesting laws or expressing political viewpoints.

Another way of defining 'ethics' focuses on the disciplines that study

standards of conduct, such as philosophy, theology, law, psychology, or
sociology. For example, a "medical ethicist" is someone who studies ethical
standards in medicine. One may also define ethics as a method, procedure, or
perspective for deciding how to act and for analyzing complex problems and
issues. For instance, in considering a complex issue like global warming, one
may take an economic, ecological, political, or ethical perspective on the
problem. While an economist might examine the cost and benefits of various
policies related to global warming, an environmental ethicist could examine
the ethical values and principles at stake.

Many different disciplines, institutions, and professions have standards for

behavior that suit their particular aims and goals. These standards also help
members of the discipline to coordinate their actions or activities and to
establish the public's trust of the discipline. For instance, ethical standards
govern conduct in medicine, law, engineering, and business. Ethical norms
also serve the aims or goals of research and apply to people who conduct
scientific research or other scholarly or creative activities. There is even a
specialized discipline, research ethics, which studies these norms. See Glossary
of Commonly Used Terms in Research Ethics.

There are several reasons why it is important to adhere to ethical norms in

research. First, norms promote the aims of research, such as knowledge, truth,
and avoidance of error. For example, prohibitions against fabricating,
falsifying, or misrepresenting research data promote the truth and minimize
error.

Second, since research often involves a great deal of cooperation and

coordination among many different people in different disciplines and
institutions, ethical standards promote the values that are essential to
collaborative work, such as trust, accountability, mutual respect, and fairness.
For example, many ethical norms in research, such as guidelines for
authorship, copyright and patenting policies, data sharing policies, and
confidentiality rules in peer review, are designed to protect intellectual
property interests while encouraging collaboration. Most researchers want to
receive credit for their contributions and do not want to have their ideas
stolen or disclosed prematurely.

Third, many of the ethical norms help to ensure that researchers can be held
accountable to the public. For instance, federal policies on research
misconduct, conflicts of interest, the human subjects protections, and animal
care and use are necessary in order to make sure that researchers who are
funded by public money can be held accountable to the public.

Fourth, ethical norms in research also help to build public support for
research. People are more likely to fund a research project if they can trust the
quality and integrity of research.

Finally, many of the norms of research promote a variety of other important

moral and social values, such as social responsibility, human rights, animal
welfare, compliance with the law, and public health and safety. Ethical lapses
in research can significantly harm human and animal subjects, students, and
the public. For example, a researcher who fabricates data in a clinical trial may
harm or even kill patients, and a researcher who fails to abide by regulations
and guidelines relating to radiation or biological safety may jeopardize his
health and safety or the health and safety of staff and students.
https://examples.yourdictionary.com/difference-between-ethics-morals-and-
values.html
https://www.ncbi.nlm.nih.gov/books/NBK208723/
https://www.niehs.nih.gov/research/resources/bioethics/whatis/index.cfm