INTERVENTION MEASURES FOR A MORE EFFECTIVE IMPLEMENTATION OF KINDERGARTEN PROGRAM AT URBIZTONDO I DISTRICT

Registration ID: IJNRD_303863

Published ID: IJNRD2502157

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DANICA ANNE M. LEONARDO

KINDER-MANAGEMENT

This study used the descriptive method of research with the use of questionnaire as the data gathering instrument in the assessment in the implementation of the Kindergarten program in the K-12 curriculum as basis for a proposed intervention measures during the school year 2023-2024. In the assessment included the professional profile of the Kindergarten teachers in terms of their highest educational attainment, number of years of experience and the relevant in-service trainings attended in the K-12 curriculum; the status of the implementation of the Kindergarten program in the K-12 curriculum; the other training needs of the Kindergarten teachers. The output of this study is a proposed intervention measures to address the identified needs in the implementation of the Kindergarten program in the K-12 curriculum. The researcher asked permission from the Schools Division Superintendent to administer her questionnaire to the identified respondents through the assistance of their respective school heads. The questionnaire was distributed personally by the researcher to the respondents, and at the same time she personally retrieved to ensure 100 % retrieval. TABLE OF CONTENTS Page Title Page ……………………………………………………….. i Certification and Approval Sheet ………………………………. ii Certification of the Reading Committee ……………………….. iii Acknowledgement ……………………………………………… iv Dedication ………………………………………………………. v Abstract ………..................……………………………………. vi Table of Contents……………………………………………. viii List of Tables…………………………………………......…. x List of Figures……………………………………....………. xi CHAPTER I THE PROBLEM …………………………………………….. 1 Rationale …………………………………………………….. 1 Theoretical Framework ……………………………………… 6 Conceptual Framework of the study ………………………… 8 Statement of the Problem …………………………………… 11 Significance of the Study …………………………………… 12 Definition of Terms .......…………………………………….. 13 Literature ……………………………………………………. 14 Related Studies ……………………………………………… 24 II METHODOLOGY ………………………………………….. 27 Research Design ……………………………………………. 27 Sources of Data ……………………………………………... 28 Instrumentation and Data Collection ……………………….. 34 Tools for Data Analysis …………………………………….. 29 III PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ……………………………. 31 IV SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ……………………………………. 39 Summary …………………………………………………… 39 Conclusions ………………………………………………… 40 Recommendations ………………………………………….. 41 BIBLIOGRAPHY ………………………………………………….. 42 APPENDICES ……………………………………………………… 49 CURRICULUM VITAE…………………………………………….. 55 LIST OF TABLE Page Distribution of Respondents........…………………………….. 33 Performance Profile of the Kindergarten Teachers In URBIZTONDO I DISTRICT in Terms of Variables……………… 31 Status of the Implementation of the Kindergarten In the K-12 Curriculum in Terms of Variables ..………........ 33 Training Needs of the Kindergarten Teachers in the Public Elementary Schools in URBIZTONDO I DISTRICT………… 34 LIST OF FIGURES Page The Paradigm of the Conceptual Framework of the Study ………………………………………….. 10 CHAPTER 1 THE PROBLEM Rationale The international community demanded that the Philippines catch up with the rest of the world in basic education. Regardless of competence of the Philippine college graduates in professional fields such as architecture, engineering and nursing, they were disadvantaged in remuneration and access to scholarships necessary for advancement. Relative to the rest of the world, the Philippines only had ten years of basic education. Other countries had twelve. The Philippines had a two-year educational deficit. If two years had to be added to the tertiary level. This solution would have solved the immediate problems of discrimination against our professionals abroad. It would also have been some ten times less expensive than adding them to the basic education cycle. This solution, however, would have turned the country away from the widely recognized deficiencies of our basic education cycle-an-over-clogged curriculum, an unacceptably high drop-out rate, and widely-perceived inefficiency in educational have performance. Here we are trying our best to be a par with the rest of our Southeast Asian neighbors by implementing the K-12 program, yet, we are not hitting the nail. We need to start the strengthening the spirit of every child, making him realize his true identity as a Filipino. Our learners may know who Mabini is but do they know why he is a hero? Do they understand his role and significance in Philippine history? Doesn’t the president realize that the problem is deeply rooted in our soul? We are confused as Filipinos. We don’t know who we are and what we want. We need to cultivate deeper into our being to discover our true identity. We are misled if not totally ignorant our history. The youth in our neighboring countries like China, Thailand, Japan and Vietnam undergo intensive history and cultural programs for nation building. Our case, is the very opposite. We continue to abuse and exploit our country and people. Worst of all, establishing our loyalty and commitment with other countries. Susmariosep! Indeed, we have a troubled spirit. This is the right time to strengthen the foundation of this nation. We need to build and nurture a sense of social commitment, nationalism and love for country. The paramount importance of education of education can never be overlooked by anyone who holds close to his heart the welfare of our people and the future of this country. Schools are much more than a process of imparting to boys and girls information or knowledge that will give them personal material advantages over others and that will merely prepare the individual to make a livelihood. Education, Mr. President has to do with the whole man, with all his faculties, his mind body and soul. It affects him decisively as an individual, as well as in his relations to others, to the Nation and to God. We are living in an age characterized by violent conflict among opposing political, economic and moral forces. We experience war in different corners of the world including a guerilla warfare, the ISIS, between militias-guerillas, separatist groups and anarchic groups, the Muslim-Christian conflict, the NPA, and the Abu Sayaff, I our own country. When we analyze these and trace them to their causes, we are confronted by the startling discovery that these tremendous conflicts, this earth-shaking struggle, were in their origins essentially of an educational nature; and we are amazed to find that eventual fate of nations is determined not in the battlefields but in the classrooms. This is where seeds of social disorder are sewn. Whether we like it or not we must fully accept that education is bound up with the life of the nation. It is not about meeting the needs of private entities it is about building the nation. Therefore, we need to help the government and the nation carry on that vital work of giving the right kind of training to our growing generations, as education that will serve as the foundation of our national life, the first step of our national defense and the guarantee of enduring prosperity and the future greatness of our country. Education plays an important role in the country’s progress. It helps people to become better and productive citizens. Education helps to decide whom to vote in order to make a difference in the country. Education helps solve the unemployment problem which poses a hindrance to the growth of the nation. Education can help raise our moral and social standards to help our government in the maintenance of social discipline and of law and order. This country is sorely in need of a body of men and women who will consider and find a solution for our school problems in the light of the highest and soundest educational principles; who understand the nature and purpose of true education; who are neither faddist nor servile imitators of imported systems and yet know how to profit from the best experience of other countries; who will uphold the Constitution and maintain the democracy of education, and who will resist through lawful means educational despotism and dictatorship; who will be progressive and scientific in their views; whose object will be to develop the whole man, physically, intellectually and spiritually, making him a good man and consequently, a good citizen. Many of us dream of becoming an archipelago united in spirit for the love of country. It is our duty to be loyal and be devoted to our country. Like every individual who has duties to his family, he has duties equally to his country. A nation is so constituted that it affords the individual the means to develop his innate capabilities, to enable him to provide for his rights and the rights and the rights of his family. In turn he acquires obligations towards the community and the nation of which he is a member and is in duty bound to serve the state of which he owes legitimate allegiance. The fate of our future generation is indeed in the hands of our leaders. If we continue to ignore the importance of education then ours will be a country full of wars, horrors, destruction, suffering and woe. We need to defend our democracy and our sovereignty by educating our spirit. (Philippine Star, October 5, 2015) The Philippines has become the only country that has institutionalized kindergarten as part of the formal basic education. In other countries, kindergarten is part of preschool, or a program prior to basic formal education. By virtue of the Kindergarten Act of 2012 and K to 12 Law, our basic education has actually been stretched to thirteen years from previous ten. Not only by twelve, Thus: K + 12 = 13 years of basic education. The Kindergarten Education Act of 2012 made kindergarten a mandatory and compulsory requirement for Grade 1 starting school year 2017-2018. For school years 2017-2018 and 2023-2024, however the completion of the Kindergarten Summer Program or the early Childhood experiences in Grade 1 Program shall be deemed sufficient compliance with the requirement of kindergarten education for entrance to Grade 1 The Kindergarten Summer Program refers to the eight-week kindergarten program of the DepEd given during summer for prospective Grade 1 enrollees. Children six to eleven years old who have not undergone any kindergarten program may be admitted to Grade 1, provided that they pass the School readiness Assessment (SReA). In case of the child fails the SReA, the child shall undergo the existing eight week-curriculum, otherwise known as the Early Childhood Experience in Grade 1 Program prescribed by the DepEd. Children who completed the Kindergarten Summer Program or have undergone the Early Childhood Experiences in Grade 1 are deemed to have complied with the mandatory requirement of kindergarten education for entrance to Grade 1; however this rule is only for transition purpose during the first two years of the implementation of the Kindergarten Act of 2012. As such, it is only applicable in school years 2017-2018 and 2023-2024. The secretary of education shall have the authority to regulate the organization, operation, and/or implementation of the kindergarten education program in both public and private schools. Private institutions may offer kindergarten education only

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DANICA ANNE M. LEONARDO (February-2025). INTERVENTION MEASURES FOR A MORE EFFECTIVE IMPLEMENTATION OF KINDERGARTEN PROGRAM AT URBIZTONDO I DISTRICT. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 10(2), b474-b491. https://ijnrd.org/papers/IJNRD2502157.pdf

Volume 10 Issue 2, February-2025

Pages : b474-b491

Paper Reg. ID: IJNRD_303863

Published Paper Id: IJNRD2502157

Research Area: Management All

Author Type: Foreign Author

Country: URBIZTONDO, PANGASINAN, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2502157.pdf

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