BIBLIOGRAPHY MILAGROS C. PRADO, October 2006. Kindergarten Education...
BIBLIOGRAPHY
MILAGROS C. PRADO, October 2006. Kindergarten Education in the
Municipality of La Trinidad: An Assessment. Benguet State University, La
Trinidad, Benguet.
Adviser: Carlos P. Lumaang, Ed. D.
ABSTRACT
The study dealt on the assessment of the kindergarten education program
in private and church-based preschools in the Municipality of La Trinidad for the
school year 2005-2006. It probed into the profile of administrators and teachers,
philosophy, objectives, curriculum and physical environment of the program as
set forth in the Department of Education order. Likewise, the study compared the
assessment of the kindergarten education program between the two types of
preschool along the said five areas.
A total of sixteen (16) government-recognized preschools were included in
the study: eight (8) from the private sector and another eight (8) from the church-
based. From these preschools came the eighteen (18) administrators and thirty-
seven (37) teachers who served as the respondents.
Data needed for the study were generated using survey and researcher-
made questionnaire as the data-gathering method and tool, respectively.
Descriptive statistics, Chi-square and t-test were used in the analysis of data.
Results showed that administrators in private and church-based
preschools are primarily young, female, married, bachelor’s degree holders and
less experienced in administrative work. They have elementary education as
their specialization. They receive moderately adequate salary. Concerning
trainings, they have regular attendance in school and regional levels, irregular
attendance in division and national levels and zero attendance in international
level. They do not differ in their profile, except in training attendance in school
level.
On the other hand, private and church-based kindergarten teachers in
general are very young, female, single, bachelor’s degree holders and neophytes
in the teaching profession. They have elementary education as their major and
receive monthly salary that is also moderately adequate. They have regular
attendance in school and regional trainings, irregular attendance in district and
division trainings and zero attendance in national and international trainings. In
most personal characteristics, they are similar. However, they are diverse in
terms of attendance in school, district and international trainings.
The philosophies of the kindergarten education program in the preschools,
on the whole, are very much emphasized. However, there is significant difference
existing between the two types of preschool, since the private preschools
emphasize the philosophies much, whereas the church-based preschools
emphasize said philosophies very much.
ii
As regards the objectives of the kindergarten education program, they are
appraised as very much attained among preschools. Private and church-based
preschools in this area are significantly different.
The learning areas and teaching techniques as curricular components of
the kindergarten education program are very much implemented. Private and
church-based preschools implement in equal manner all the learning areas
except Communication Arts in Filipino, Art and Music. Nevertheless, they are
dissimilar in their implementation of the teaching techniques.
In terms of physical environment of the kindergarten education program,
private and church-based preschools vary in building styles, classroom sizes,
facilities and activity center provisions. Only in school site are the two types of
preschool congruent.
iii
TABLE OF CONTENTS
Page
Bibliography
i
Abstract
i
Table
of
Contents
iv
INTRODUCTION
Background
of
the
Study
1
Statement
of
the
Problem
3
Objectives
of
the
Study
4
Significance of the Study 4
Scope and Limitation of the Study 5
REVIEW OF RELATED LITERATURE
Personnel
Requirements
7
Philosophy
12
Objectives
16
Curriculum
18
Physical
Environment
20
Summary of Reviews
26
Conceptual
Framework
28
Operational Definition of Terms
30
Hypotheses
of
the
Study
38
METHODOLOGY
Locale and Time of the Study
39
iv
Respondents of the Study
40
Instrumentation
42
Data
Gathering
Procedure
42
Statistical
Treatment
of
Data
43
RESULTS AND DISCUSSION
Profile of Kindergarten Administrators
45
Profile of Kindergarten Teachers
57
Philosophy of Kindergarten Education Program
69
Objectives of the Kindergarten Education Program
75
Curriculum of the Kindergarten Education Program
81
Physical Environment of the Kindergarten Education Program
88
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
102
Conclusions
107
Recommendations
109
LITERATURE
CITED
113
APPENDICES
A. Letter of Request to Float Questionnaire
119
B.
Sample
Questionnaire
120
C. DECS Order No. 107, S. 1989 130
D. Frequency of Private and Church-based Preschool Administrators’
Responses According to their Socio-demographic Characteristics 138
E. Frequency of Private and Church-based Preschool Teachers’
Responses According to their Socio-demographic Characteristics 140
v
F. Mean Ratings of Philosophies of the Kindergarten Education
Program in Private and Church-based Preschools 142
G. Mean Ratings of Objectives of the Kindergarten Education
Program in Private and Church-based Preschools
143
H. Mean Ratings of Curricular Learning Areas and Teaching
Techniques of the Kindergarten Education Program in Private
and Church-based Preschools 145
I. Frequency of Private and Church-based Preschool Administrators’
and Teachers’ Responses on Site Area, Building and
Classroom Size of their Preschools 146
J. Mean Ratings of Facilities of the Kindergarten Education Program
in Private and Church-based Preschools 147
K. Mean Ratings of Activity Center Provisions of the Kindergarten
Education Program in Private and Church-based Preschools 149
BIOGRAPHICAL SKETCH 151
vi
INTRODUCTION
Background of the Study
Psychologists like Erickson (1963), Piaget (1967) and Kohlberg (1981)
have established that the critical years in a child’s life are from birth to six
years of age. During these critical years, the basic character, values,
abilities, personality, skills, aptitude and knowledge are formed. These
qualities when properly developed shape the individual’s overall perspective
and preparedness for life.
Similarly, Bloom (1964), Hurlock (1978) and Dembo (1981) held that
the experiences which preschool children undergo during the first six years of
their life have a lasting effect on their intellectual, social and physical
development.
Other
researches
(Mitchelle,
1989 and Schweinhart, 1989) also
confirmed that early childhood development, if well taken care of, enhances
children’s intellectual performance and results to various improvements in
school achievement, placement, and motivation. It has even been noted that
early childhood education helps improve the functioning of high-risk children
early in their lives; thus reducing the incidence of delinquency and school
failure in the future.
2
These are just some empirical information which paved the way for
the emergence of a wide interest in early childhood development and a great
demand for preschool education.
In the Philippines, the need and importance of early childhood
education were only given attention in 1971 when the Department of
Education issued a policy document encouraging public schools to establish
preschool classes whenever possible (DECS Order No. 107, S. 1989).
Responding to this call to offer early childhood programs, the public was
joined actively by the private sectors for which the greatest number of
preschools to date is credited.
However, in the many so-called preschools that attempted to
accommodate the increasing demands for early childhood education, a
variety of curricular offerings surfaced. More and more, instead of catering to
the needs of the child and his total development, preschools focused on
academics. Also, the quality of preschool education is sacrificed since the
resource capability of the schools providing said program is weak. As a
result, the goal of developing the preschool child in all aspects and preparing
him for lifelong learning through the provision of stimulating and meaningful
experiences is not achieved.
It is on this concern that this study was conceived. It attempted to look
into the status of the kindergarten education program being offered by private
3
and church-based preschools in La Trinidad, Benguet against the standards
laid by the Department of Education. It is a step towards looking for viable
recommendations that may bring about improvement in early childhood
education.
Statement of the Problem
This study delved on assessing and comparing the status of the
kindergarten education program in private and church-based preschools in
the Municipality of La Trinidad for the school year 2005-2006.
Specifically, it sought to answer the following questions:
1. What is the profile of the administrators and teachers of private and
church-based preschools as regards to age, sex, civil status, highest
educational attainment, specialization, schoolwork experience in years,
trainings attended and monthly salary?
2. What is the assessment of the kindergarten education program of
private and church-based preschools in terms of the levels of philosophy
emphasis, objective attainment, curriculum implementation and physical
environment adequacy?
4
Objectives of the Study
The study primarily aimed to assess and compare the status of
kindergarten education program in private and church-based preschools in
the Municipality of La Trinidad. The objectives of the study are as follows:
1. To determine and compare the profile of the administrators and
teachers of private and church-based preschools as regards to age, sex, civil
status, highest educational attainment, specialization, schoolwork experience
in years, trainings attended and monthly salary; and,
2. To assess and compare the kindergarten education program of
private and church-based preschools in terms of philosophy emphasis,
objective attainment, curriculum implementation and physical environment
adequacy.
Significance of the Study
Assessing the kindergarten education program being offered in the
preschools can yield means to improve the quality of kindergarten education
along the following components: personnel requirements, philosophy,
objectives, curriculum and physical environment.
Through this study, the real status of the kindergarten education
program in the Municipality of La Trinidad, together with its strengths and
weaknesses, along the Department of Education standards is identified and
analyzed.
5
The result of the study will be an input to the administrators of the
different preschools in planning and policy formulation. Specifically, it will
assist them in curriculum improvement, personnel development and physical
resource management towards the fulfillment of the philosophy and
objectives of the preschool.
The teachers will be also benefited since the findings of the study will
make them aware of the needs of the preschools to which they are
connected. As such, they will become cooperative and supportive of their
respective schools and consequently render effective service.
In addition, the study can be of interest to teacher training institutions
in developing course of study in early childhood education that is relevant
and responsive to the demands of the pre-elementary education sectors.
Lastly, this piece of work can provide parents an informative
perspective on the minimum requirements of a school for young children as
this can assist them to choose intelligently the kindergarten school they can
rally behind in terms of personnel profile, philosophy, objectives, curriculum
and physical environment.
Scope and Delimitation of the Study
The study focused on assessing the status of the kindergarten
education program in the preschools operated and managed by private
individuals and churches in the Municipality of La Trinidad for the school year
6
2005-2006. It probed into the various components of the kindergarten
education program as set forth in the Department of Education issuance,
formerly known as DECS Order No. 107, S. of 1989 (Appendix C). These
components are personnel requirements, philosophy, objectives, curriculum
and physical environment.
However, this study did not attempt to provide solid qualitative results
since the assessment was based on the observed and perceived conditions
of kindergarten education along the component areas.
Assessment as employed here is not external since the respondents
were the internal stakeholders of the kindergarten education program, the
preschool administrators and teachers. Also, it is not a summative
assessment since the investigation was undertaken during the period when
the program was being carried out. In addition, it does not adhere to any
evaluation model viewing the program as a system. Thus, the assessment is
concerned merely on the input provisions or resource capability of the
program.
Being descriptive in nature, the findings of this study are therefore true
only for the respondents concerned and for the time during which it was
conducted.
7
REVIEW OF LITERATURE
The review of literature of this research reveals a working knowledge
of and a better understanding on kindergarten education and its significance
in the lives of young children.
For purposes of this study, the review is subdivided under the
following categories: personnel requirements, philosophy, objectives,
curriculum and physical environment.
Personnel Requirements
Administrators. According to Taylor (1989), directors of kindergarten
schools have the duty to write the educational philosophy of the preschool,
which they, the teachers and the parents can rally behind. They should
furnish information about admission requirements, handbook for the
kindergarten staff to know their responsibilities, rights and privileges, policy
statement, and goals of the learning center of young children. They must also
provide for appropriate room temperature, proper ventilation, potable drinking
water and adequate restroom for both children and teachers. They are to
arrange for periodic check-ups such as dental, immunization and other
medical care. In addition, Taylor’s (1989) requirement was that preschool
administrators should be knowledgeable about children, psychology and
8
architecture as these will be of great assistance in planning and building the
center for the education of the child
Similarly,
Streets
(1982) stated the need of preschool administrators
to have a background on young children and their education and to learn the
different interactions that promote children’s development at a reasonable
rate.
Furthermore, the Department of Education in the DECS Order No.
107, S. of 1989 set forth the qualifications for a preschool administrator. It
recommended that administrators/principals/heads of preschools, who plan,
implement, supervise, monitor or evaluate the program, should have a
college degree in a discipline allied to education with at least 18 units of
preschool education and should have at least two years of very satisfactory
work experiences in a kindergarten school set-up. Possession of a master’s
degree in education is also preferred.
However, the studies of Reyes (1981) and Lasala (1985) showed the
contrary. They found out that administrators in preschools are not fully
equipped with the knowledge, meaning, value and significance of
kindergarten education. The reason is that they blindly adhere to the notion
that child growth and development could be better achieved by improving the
quality of instruction by effective supervision, and they are not innovative
because they use as their model existing school programs. Thus, the same
9
researchers suggested that those administrators need to undergo in-service
education. This also holds true in the study of Ruiz (1990) in which she
recommended that administrators should upgrade their personal and
professional development through attendance in orientation/in-service
seminars and off-the job training sessions.
Likewise, the Yurachai study (1987) regarding trisectoral perceptions
of kindergarten education in Khonkaen, Thailand reported that majority of the
kindergarten administrators or 84.9 percent were bachelor degree holders
and 6.5 percent of them had attained the master level.
Teachers. Agan (1989) argued that kindergarten teachers are to
possess personal and professional qualifications that match kindergarten
education.
For personal qualities, San Jose-Pangan (1972) enumerated some of
the characteristics of a good kindergarten teacher such as: adequately
prepared for the profession as a kindergarten teacher, has a thorough
knowledge and understanding of the growth characteristics and
developmental tasks of kindergartners, competent to determine what
objectives are achievable and what flexibilities are to be observed in the
content and organization of the curriculum, can establish rapport with
preschoolers, should work closely with the parents, and should be genuinely
interested in and accepting of children’s uniqueness.
10
Similarly, Sciarra and Dorsey (1990) endorsed that teachers of young
children should be specifically knowledgeable on early childhood
development to be able to provide pedagogical and socializing association in
the classroom for enjoyable interaction with the children. They also proposed
that teachers in the preschool should have the knack to relate with children’s
parents in a satisfying and considerate manner. Observance of good
relationship among adults involved in the education of young children fosters
cooperative efforts that would redound to the children’s benefits. Tanner and
Tanner (1987) validated this by stressing that there is a high level of
achievement when there is an atmosphere of cooperation and participation
characterized with mutual respect between the facilitator and participants of
the learning process. This leads to the learners enjoying the excitement of
learning.
However, Kagan in her study (1992) noted that preschool learners
were treated with partiality. Some teachers encourage and pay more
attention to certain learners by giving them positive support to participate
actively in learning, but discourage participation from others, particularly
those in the bottom third in the same classroom.
As to the professional qualifications for kindergarten teachers, DepEd
set forth standards. As specified, teachers who are directly involved in
teaching and handling preschool children should possess a Bachelor of
11
Science degree with specialization in family life and child development or
kindergarten education or they should have a Bachelor of Science degree
with 18 units in preschool education and 54 hours of practicum classes or a
Bachelor of Arts/Science degree in disciplines allied to education like arts,
nursing or anthropology. Upon appointment, the teacher should have at least
six units of preschool education. The requirement of 18 units may be
gradually earned as follows: at the end of year one, nine units; year two, 12
units; year three, 15 units; year four, 18 units. With regard to para-
professional who is employed as a teacher-aide, teacher-helper or assistant
teacher, he/she should be a high school graduate, has attended training for
at least 120 hours with a certificate from a recognized training institution or
professional organization (DECS Order No. 107, S. 1989).
Regarding the qualifications mentioned, a great number of preschool
teachers in the study of Lasala (1985) were found lacking in the needed
educational preparation. Eighty-one percent of the kindergarten teachers
were graduates of the Bachelor of Science in Education, five percent were
Bachelor of Arts degree holders, while five percent were graduates of the
Bachelor of Science in Industrial Arts and the rest were holders of the degree
of Bachelor of Science in Elementary Education with training in kindergarten
teaching. Concerning teaching experience of these kindergarten teachers,
59 percent had one to three years experience in kindergarten teaching, 19
12
percent had served four to six years, 11 percent had taught for 10 to 12
years, and three percent had 13 to 15 years teaching experience in the
kindergarten.
Philosophy
Luan Grab (1991) discussed the philosophies of Froebel, Montessori
and Dewey. He stated that Froebel believed that the child should learn the
nature of form, number and measurement. Montessori stressed the training
of the child’s senses through scientifically graded materials based on the
sensitive periods, and Dewey emphasized inquiry and learning by doing in a
scientific way.
The religious philosophy of the United Methodist Church believes that
“each child is a child of God.” As such, the child should be given the
opportunity to develop his physical, intellectual, emotional, social and
spiritual endowment to optimum level (ABC Kindergarten Guidelines, 1990).
DepEd stated that the philosophy of preschool education at the
kindergarten level considers the child, the school and the teacher with the
support of the family in maximizing the child’s potentials (DECS Order No.
107, S. 1989).
Article XIV of the Constitution of the Republic of the Philippines
Section 1 states that “the state shall protect and promote the rights of all
citizens to quality education at all levels and shall take appropriate steps to
13
make education accessible to all” (Constitution of the Republic of the
Philippines, 1987). To Aquino (1986), this constitutional provision embodying
the ideals and aspirations of the Filipino people, must be the basis of the
Philippine educational philosophy.
Estolas and Nunez (1974), on the other hand, revealed that the
following are the prevalent philosophies of the kindergartens in the
Philippines:
1. The usefulness of providing rich and varied experience for children
ages four to six years.
2. The provision of a balanced program of kindergarten activities will
help in developing and maintaining children’s good physical and mental
health.
3. The need to provide experiences in group living to enhance social
growth to kindergarten children.
4. Play is the most effective means in educating today’s kindergarten
pupils.
5. The kindergarten emphasizes learning on the part of the child rather
than teaching on the part of the adult.
The study of Reyes (1981) found the philosophies influencing
preschool education in the province of La Union as pragmatism, gestaltism,
realism and humanism.
14
Pragmatism, an educational perspective credited to John Dewey,
Charles Pierce and William James, stresses learning activities that are useful
and lifelike, from which the child learns by actual performance of the activity
(Yurachai, 1987). This doctrine claims that the test of truth lies in its practical
consequences. If a particular concept is actualized and has produced
beneficial result, then it is good and true and must be adopted (Duka, 1999;
Sadker and Sadker, 2000). On this basis, education then must seek to
develop the learner through purposeful experience, self-actualization and
practical learning. The curriculum should offer subjects that will provide
opportunities for activities relevant to the needs, abilities, interests as well as
socio-economic situation of the learner. And if possible, the learner must be
made the center of all educative processes (Sadker and Sadker, 2000).
On the other hand, gestaltism places importance in unifying the
behavior of the child and regarding him/her as a whole being (Yurachai,
1987). This philosophy takes its name from the German word which means
pattern or configuration. It grew out of studies conducted by Max Wertheimer,
Kurt Koffka, and Wolfgang Kohler (Prado, 1999). According to gestaltists,
learning is the process of developing understanding, insight or generalization
through configuration or integration. They believe that ideas, concepts,
events and others do not come in isolation but rather are always part of some
definite context or pattern by virtue of which alone they have meaning and
15
significance. The situation should be learned as a whole rather than
separated from its components (Prado, 1999). In light of this, education
therefore must aim at providing the learner with meaningful, interrelated
learning experiences from a variety of disciplines, linking ideas to actions and
learning to life. In a more particular and operational sense, it means that
preschool education should develop the kindergartner in all aspects of life
and make him a well-adjusted individual.
Realism, in contrast to pragmatism and gestaltism, emphasizes the
value of providing right headstart for the child’s formal schooling and
assistance to him/her in his/her search for what is true (Yurachai, 1987).
Originally introduced by Aristotle, this belief advocates that education should
be concerned on the realities of life and should prepare a person for his/her
duties in life (Duka, 1999). It also recognizes that education means teaching,
teaching means knowledge, knowledge is truth, and truth is the same
everywhere. (Sadker and Sadker, 2000). This is so since truth is knowledge
that corresponds to the world as it is. Hence, education, from the realists’
point of view, is primarily the acquisition and mastery of knowledge and skills
essential for living. Reading, writing, counting and studying are some of
these basic life competencies that must be developed in the learner.
However, humanism underscores the merit of accepting the child for
what he/she is (Reyes, 1981; Yurachai, 1997). It is concerned on the dignity
16
and worth of the person, including his/her potential, affair, aspiration and
welfare (Duka, 1999). From the humanistic perspective, the aim of education
is to help develop the individuality of the learner, to assist him/her in
recognizing himself/herself as a unique being and to help him/her actualize
his/her potentialities (Hamachek, 1977). With this in mind, the humanistic
teacher should therefore provide experiences attuned to the learner’s
intellectual, emotional and social needs in a classroom atmosphere that
permits freedom of choice for the child and fosters creativity, exploration and
social learning. Also, he/she has to individualize his/her total approach
according to the needs and individuality of the child and on an intuitive basis.
Humanism is an educational thought proposed by Desiderius Erasmus of
Rotterdam (Sadker and Sadker, 2000).
Objectives
Austin (1976) specified the objectives of the preschools for Belgium
and Sweden. The objectives of the preschool for Belgium are social and
moral education based on the psychological development of children, health
education and education through thought and language. For Sweden, the
major issue that concerns preschool education is creating a better society
where man has real regard for other men.
Brotonel (1969) stated that the objectives of kindergarten education
are: to assist in detecting at an early period the children’s physical, emotional
17
and social growth and to provide an excellent center for parents’ education.
The first purpose is diagnostic in the sense that any aspect of the child who
maybe needing guidance can readily be carried out. The second purpose is
to make parents become more aware of the principles of human growth and
development to better rear their children for development.
The objectives of the preschools at the kindergarten level are
contained in the DepEd issuance (DECS Order No. 107, S. of 1989). These
objectives are: to develop the child in all aspects (physical, social, moral,
spiritual, emotional and cognitive) so that he may be better prepared to
adjust and cope with life situations within the context of his experience; to
maximize the child’s experience through a variety of carefully selected and
meaningful experiences considering his interests and capabilities; to develop
the child in all aspects so that he can become a self-propelling, thinking and
contributing individual, able to make decisions which will prepare him for the
more complex demands of life in the future.
Agan (1989), on the other hand, stated the objectives of the
kindergarten offered by private citizens. Its objectives are to help children
obtain “learning in writing and reading” and to include the concern in
assisting mothers bring up children better equipped for school and
socialization.
18
Laforteza (1982) believed that the learning objective of the preschool
is the creation of learning environments that will facilitate the development of
the child’s intellect and his physical, social and emotional abilities.
Curriculum
Taylor (1989) defined the curriculum for young children as the
subjects taught in school in terms of children’s experiences through which
they gain self-realization. The curriculum is viewed as an “enterprise in
guided living” in an environment designed to suit a specific purpose.
Margolin (1976) suggested that a curriculum for kindergarten children
should include formalized reading and mathematics, which are to be
experienced in a concrete manner. Games and listening are important in
matching letters with pictures, matching number of dots with figures
representing numbers, measuring, counting, and using different senses to
provide the children knowledge from direct experiences and important to
nourish their personality and intellect.
Eliason and Jenkins (1986) described the curriculum for the early
childhood as one that should be well planned avoiding “timetable that should
be rigidly followed.” However, sequential learning activities and observance
of considerable flexibility are stressed.
The Department of Education in its DECS Order No. 107, S. of 1989
specifically stated the focus of the kindergarten curriculum as precluding all
19
areas of development. For physical development, the curriculum should
include activities for gross and fine motor coordination through play and
manipulative exercises as in games, simple work and those that develop
physical fitness. Personal-social development should involve skills and
behaviors that would enhance independence and social behavior. It should
cover the development of health habits and independence in dressing,
eating, sleeping and toileting, relating with teachers and peers and other
people through group play or interaction and the development to follow rules
and routines. For the emotional development, it should include experiences
that would help children develop love for God, self, others and community,
awareness of their feelings as well as sense of right and wrong. Mental
development should involve the development of communication, sensory-
perceptual and numeracy skills. Creative-aesthetic development, on the
other hand, must encompass exploration of sounds, music and rhythm, art
activities, creation of stories and dramatization.
Educators like Cortes (1987) claimed that the curriculum at the
elementary level should start with “civic education and value orientation” to
develop in the child the sense of being potent and confident to learn skills so
that he can be made to see what he can do, thus empowering him.
Brotonel (1969) and Cusay (1973) stated that the curriculum is the
instrumentality through which desirable learning is fostered in the school,
20
which is important as a condition of learning in the formal school program.
They believed that the 3Rs of reading, writing and arithmetic, which the
kindergarten curriculum should seek to develop among preschoolers,
prepare them for the formal work in the first grade.
Physical Environment
Sciarra and Dorsey (1990) and Taylor (1989) pointed out that
familiarity with the early childhood education program such as the center’s
philosophy and admission policies has an impact on facility requirements.
The needs of children, staff and parents should be taken into consideration.
Consideration for the needs of these participants concern those of health and
safety, accessibility of facilities, controlled traffic flow, personal space and
opportunities for independence and growth. The school site must have an
area large enough for a building of required size. The playground should be
fenced to prevent children from leaving the area and to prevent others from
damaging it and interrupting school activities. It should allow 75 feet per
child. Provision for parking for staff, parents and visitors should be
considered. The building should be hazard free to meet the needs of
children, staff and parents. Usually, programs for children occupy the ground
floor of the building to facilitate evacuation in the event of an emergency.
The entrance and exit should be scaled to children’s requirements. The
building should be inviting in terms of its scale, color, texture and design.
21
Colors should indicate a place for growth and vitality. Office space for the
administrator should be provided and located in such a way as to provide
additional supervision during emergency and at the same time minimize
distractions. Full time staff members each needs about 100 square feet of
office space to work with materials, do paper work and work with children.
Parents need comfortable lounge where they could wait for their children.
Facilities for observing classroom activities unnoticed by children are
important to provide parents and visitors learning experiences.
Taylor (1989) stressed that the size of the classroom must be 35
square feet per child for him/her to work and play comfortably. Children
should have a cozy place to look at books, examine interesting objects and
dayream. These places, while they promote privacy, can be shared with a
friend or two. An area for telling story or special activity should be provided.
The classroom should be free from protrusions, live wires and slippery floors.
The physical environment should have child-size tools including sinks,
toilets, drinking fountains, doorknobs and wall decorations placed at the
child’s eye level. It should foster independence and growth where a variety of
experiences can be offered which provides children an approximate number
of choices (Sciarra and Dorsey, 1990).
Streets (1982) stated that physical environment for children should be
divided into “polar opposites” such as quiet/active, tidy/messy, private/public
22
and dry/wet. This kind of environment reflects the provision for the
multifarious needs of children living together, away from home, in a family
setting where a teacher supplies nurturing role. He further categorized the
environment for children into three kinds namely: space used only by adults,
that which is shared by adults and children, and that space used almost
exclusively by children.
The reason, which Streets gave for the polar pair design of children’s
environment, is that activity can be cued where it belongs, although it is still
the teacher who arranges the environment and guides interactions. The
teacher acts as the model through which the child learns. The teacher in this
process curriculum shows the child how to walk, to speak, to use a fork, how
to classify and to infer. He termed this social system devised by the teacher
as “one of the most powerful instructional strategies” because it provides a
way in which children can master things as an aid in mastering themselves.
According to Streets (1982), the characteristics appropriate for the
physical space in a process curriculum are:
1. Scale implies the adjustment of the learning experience in
accordance to the physical and psychological stature of children. This further
implies appropriate size group as well as appropriately sized furniture. It
encompasses the notion of security without which children are prone to avoid
challenges.
23
2. Coherence is the quality of being logically integrated, consistent
and intelligible. The design of child space for the process curriculum should
be a reflection of the commitment to the child “in process.” The purpose is
simple: to fully actualize the potential of every child within it.
3. Balance is the quality of dynamic self-regulation. It represents
symmetry between the child and environment as well as an order capable of
response to children’s momentary developmental shifts.
Physical space should reflect the idiosyncrasies of both children and
adults, for being different from others at any point in time (Streets, 1982).
In the DECS Order No. 107, S. of 1989, DepEd stipulated the
standards for physical environment as referring to the minimum requirements
for the school site, the physical facilities and the learning equipment for a
school of the kindergarten level. The school site should have a minimum
area of 500 square meters. The area should be divided into at least 140
square meters for the class and 360 square meters for the playground good
for not more than four classes. When playground is not provided, easy and
safe access to the nearest park or open space, which is not more than a 200-
meter distance from the school, can be utilized as an alternative. This
arrangement must be approved in writing by the authorized representatives
of the park or open space. The school building must be used for educational
purposes only. It must not serve as a residence of the owner. It should not be
24
a “convertible school,” that is, a school during the day and after class hours
converted for commercial purposes. Provision for office, teachers’ room,
music room and library room or room in which any two of these are combined
must be considered.
The ideal class size for a teacher is from 25 to 30 children, while a
teacher with aide can have from 30 to 40 children. With regard to classroom
size, there should be 1½ square meters per child.
Equipment for playground and garden that should be installed on the
school ground includes jungle gym, sandbox, slide, balance beams, simple
obstacles like tires and tunnels and others. The classroom equipment and
fixtures must consist of tables, chairs, shelves, lockers and cabinets. They
should be in conformity to the standard size and based on the
anthropometric size of the children. Beds and mats may be provided during
rest periods.
Health facilities and provision for safety should consist of toilet, safe
drinking water and washing facilities. They must be adequate and scaled to
children’s size. There should be at least a toilet set for every 25 children at
one time preferably with separate bathroom for boys and girls. First aid kits
must be available. The area should be free from hazards such as diggings,
stairways, pools, live electric wires and unsafe outlets. Lighting and
ventilation should be proper and adequate. There should be both natural and
25
electric lighting. For a classroom of seven to nine meters, there should be at
least two fluorescent lamps, wide windows and/or electric fans to allow for
cross ventilation.
Furthermore, DepEd in DECS Order No. 107, S. 1989 requires that
the classroom should have activity centers, which contain the following or
their equivalent:
1. Personal care and grooming, which contain mirror, comb, towel,
toothbrush, soap, toiletries, and others.
2. House and garden care should have shovel, spade, pails,
sprinklers, sand table, cleaning tools and others.
3. The communication skills corner should have books (two books
per child) like storybooks, science and nature books as well as Filipiniana
books ad others.
4. The sensory-perceptual and numeracy skills corner (Science and
Mathematics corner) should have counters, beads, number cards, nature
tables and others.
5. The motor and creative development corner should contain
percussion instruments such as castanets, tambourine, coconut and bamboo
maracas, radio and tape recorder, phonograph and others.
26
Summary of Reviews
The components of kindergarten education, as mandated by DepEd
through the DECS Order No. 107 S. of 1989, are personnel requirements
philosophy, objectives, curriculum and physical environment.
The personnel requirements of the kindergarten include educational
preparation, training and experience in preschool education as well as loving
and enjoyable interacting with young children. These are the preferred
qualifications the owner, administrator, teacher or para-professional should
possess (Streets, 1982; DECS Order No. 107, S. of 1989; Sciarra and
Dorsey, 1990; and Kagan, 1992).
The philosophy for preschool education comes from various sources.
The Constitution of the Republic of the Philippines is one of these as it
expressed the ideals/aspirations of the Filipino people. Religious beliefs
serve as philosophical bases such as that of the United Methodist Church,
which believed that “each child is a child of God” (ABC Kindergarten
Guidelines, 1990). The old existing pragmatism, gestaltism, realism and
humanism which had been interwoven in the fabric of Philippine education
ever since are also philosophical premises on which kindergarten education
has to operate.
The objectives of kindergarten education are as varied as its
philosophy. The converging focus in young children’s total development
27
concerns their physical, social, moral, spiritual, emotional and cognitive
attributes. These objectives can be attained through carefully selected and
meaningful experiences considering children’s needs, interests, and
capabilities so that they can be better equipped for schooling and
socialization (Laforteza, 1982; DECS Order No. 107, S. of 1989; and Agan,
1989).
The curriculum for kindergartners encompasses areas in physical
development, personal-social development, affective development as well as
cognitive development. It must be flexible in consideration for the child’s
unique characteristics but fosters desirable behavior-learning (Eliason and
Jenkins, 1986; Cortes, 1987; and DECS Order No. 107, S. of 1989).
As for the physical environment (school site, building, classroom size
and facilities), it is made explicit that it should be free from hazards and
provided with equipment which conform to the anthropometric size of
children. The classrooms should contain centers of interests or its equivalent
(personal care and grooming corner, house and garden care corner,
communication skills corner; motor development and creative development
corner, music corner, sensory-perceptual and numeracy skills corner) to
provide a developmentally appropriate environment for children (Streets,
1982; Sciarra and Dorsey, 1990).
28
Conceptual Framework
Clarkson
(1987)
mentioned that assessment or evaluation is
indispensable in order to acquire fundamental knowledge about the program
that will provide basis for making decisions, forming judgments, and drawing
conclusions. Assessment determines if the program objectives are attained,
identifies the weaknesses of program aspects that need improvement, and
examines if the program inputs and processes are effective and efficient in
achieving the objectives.
In the context of the educational program, assessment checks and
determines the parts, areas, or facets of the program to see whether they are
adequate or inadequate, appropriate or inappropriate, particularly with
reference to the program’s objectives or standards deemed applicable
(Stufflebeam, 1988).
The component parts of the kindergarten education program as
mandated by Department of Education in DECS Order No. 107, S. 1989 are
illustrated in Figure 1. These parts or areas are the personnel requirements,
philosophy, objectives, curriculum and physical environment upon which this
research probed in order to come up with a clear picture of the status of the
kindergarten education program being offered by private and church-based
preschools in the Municipality of La Trinidad. The status is determined and
measured in terms of the findings on personnel profile and the levels of
29
Kindergarten Education Program
I. Personnel Profile
II. School Profile
A. Administrators
A. Philosophy
Age
Pragmatism
Sex
Gestaltism
Civil Status
Realism
Highest Educational
Humanism
Attainment
B. Objectives
Specialization
Physical Development
Teaching Experience
Affective Development
Trainings Attended
Cognitive Development
Monthly Salary
C. Curriculum
B. Teachers
Learning Areas
Age
Techniques/Methods of
Sex
Teaching
Civil Status
D. Physical Environment
Highest Educational
School Site
Attainment
Building
Specialization
Classroom Size
Administrative
Facilities
Experience
Activity Center
Trainings Attended
Provisions
Monthly Salary
Figure 1. The components of the kindergarten education program as
mandated by DepEd (DECS Order No. 107, S. 1989).
30
philosophy emphasis, objective attainment, curriculum implementation and
physical environment adequacy.
Figure 2 sets forth the paradigm of variables in the study. As depicted,
the findings on personnel profile and the levels of philosophy emphasis,
objective attainment, curriculum implementation and physical environment
adequacy are the dependent variables. They are determined largely by the
observations and perceptions of the respondents along the five areas of the
kindergarten education program, which are the independent variables. It is
also hypothesized that the findings on personnel profile and the levels of
philosophy emphasis, objective attainment, curriculum implementation and
physical environment adequacy differ or vary from private to church-based
preschools as influenced by types of preschool, which are the intervening
variables.
Information generated concerning the status of the kindergarten
education program along the five areas serve as the basis for policy
recommendations towards program improvement.
Operational Definition of Terms
The following terms are defined as they are used in this study:
Assessment. This is the process of determining and acquiring
information on the current status of the kindergarten education program in
31
INDEPENDENT VARIABLES
DEPENDENT VARIABLES
Observations and Perceptions
Status of the Kindergarten
along:
Education Program in terms
of:
Personnel Profile
Findings on Personnel Profile
Philosophy
Level of Emphasis of
Objectives
Philosophy
Curriculum
Level of Attainment of
Objectives
Physical Environment
Level of Implementation of
Curriculum
Level of Adequacy of Physical
Environment
INTERVENING VARIABLES
Types of Preschool:
Private
Church-Based
Figure 2. The paradigm of the study.
32
private and church-based preschools in light of the standards of the
Department of Education (DECS Order No. 107, S. 1989) along the five
areas of concern. These areas were personnel requirements, philosophy,
objectives, curriculum and physical environment.
Kindergarten education program. This refers to the formal course of
study that aims to train young children in their pre-elementary age. In this
study, kindergarten and preschool are used to mean the same thing.
Status. This means the condition of the kindergarten education
program being offered in the private and church-based preschools as
assessed by the respondents. It is defined as the findings on personnel
profile and the levels of philosophy emphasis, objective attainment,
curriculum implementation and physical environment adequacy
Private kindergarten preschool. This applies to the kindergarten
school put up by private individuals, recognized by DepEd, and is solely a
kindergarten school and/or part of a school system such as elementary,
secondary, college and university.
Church-based kindergarten preschool. This is the kindergarten school
established by religious group, recognized by DepEd, and may be part of the
school system such as elementary, secondary, college and university.
Administrator. This relates to the chief executive officer of the
preschool such as principal, school head, supervisor or sometimes owner of
33
the school who has the responsibility in the operation and management of
the kindergarten education program.
Kindergarten teacher. This is the person who actually performs
classroom teaching in the kindergarten school.
Profile. This refers to the age, sex, civil status, highest educational
attainment, specialization, schoolwork experience in years, trainings
attended and monthly salary of the administrator or teacher.
Age. This pertains to the age of the administrator or teacher at his/her
last birthday at the time of the study.
Sex. This reflects whether the administrator or teacher is male or
female.
Civil status. This indicates whether the administrator or teacher is
single, married and/or widower/widow at the time of the study.
Highest educational attainment. It implies the highest degree finished
or obtained by the administrator or teacher such as bachelor’s degree,
master’s degree and doctoral degree.
Specialization or major. This is the area of concentration in the highest
degree received by the administrator or teacher.
Schoolwork experience in years. This suggests the total number of
years of work experience as administrator or teacher. For the administrator, it
34
is his/her administrative experience quantified in years; teaching experience
for the teacher.
Trainings attended. This denotes the frequency of participation by the
administrator or teacher in seminars or workshops in the different levels such
as school, district, division, regional, national and international. It will be
analyzed according to the following scale:
3 – always
2
–
sometimes
1
–
never
Monthly salary. This means the monthly income earned by the
administrator or teacher from working in such capacity. It is rated on a three-
point scale as follows:
3
–
adequate
2 – moderately adequate
1
–
inadequate
Philosophy. This relates to the general belief that guides the
kindergarten’s operation and management. These philosophies are:
Pragmatism. The philosophy that stresses learning activities that are
useful, life-like, from which the child learns by actually doing the activity.
35
Gestaltism. The philosophy that places importance in unifying the
behavior of the child. It regards the child as a whole person who needs
learning experiences designed to contribute to his her holistic development.
Realism. The philosophy that emphasizes the school activities
wherein the child gets equipped with the right headstart for the child’s formal
school attendance. It also views education as providing assistance to the
child in seeking for what is true.
Humanism. The philosophy that underscores the acceptance of the
child for what he/she is as he/she comes to the kindergarten.
In this study, the respondents will be asked to identify which
philosophy they adhere to and rate it as to its extent of being emphasized
using the scale below:
3 – very much emphasized
2
–
much
emphasized
1 – not much emphasized
Objectives of the kindergarten education program. These suggest the
general competencies that the child should develop at the end of the
kindergarten term. These general competencies are grouped as physical
development, affective development and cognitive development. For the
purpose of this research, the objectives will be assessed in terms of the level
of their realization based on the following scale:
36
1 – very much attained
2 – much attained
3 – not much attained
Curriculum of the preschool. The set of learning areas of the
kindergarten education, such as communication/language arts, social living,
art, music, science and math. Inclusive in the curriculum are the techniques
of teaching commonly used by teachers.
Techniques of teaching. These relate to the methods of teaching used
by the kindergarten teachers such as story telling, dialogue, guessing game,
role playing, use of radio and tape cassette, filmstrips, field trips, observing
and describing and/or a combination of these methods of teaching. In this
study, techniques and methods are used interchangeably.
Implementation of curriculum and techniques of teaching. This
signifies the degree or level of operationalization of the learning areas
together with the teaching methods. It is measured using the three-point
scale below:
3 – very much implemented
2 – much implemented
1 – not much implemented
37
Physical environment. This pertains to the physical make-up of the
preschool which includes the school site, building, classroom size, facilities
and activity center provisions.
School site. It indicates the number of square meters that the school
area occupies.
Building. It refers to the kindergarten school infrastructure where
kindergarten class/es is/are held.
Classroom size. This signifies the number of square meters that a
classroom occupies.
Facilities. The physical structures, which include fixtures, equipment,
furniture, materials and supplies. These facilities are grouped under the
following categories: classroom, playground and garden, health and safety,
library and office.
Activity centers. The learning corners found in the classroom. Usually,
these centers are the personal care and grooming, house and garden care,
communication skills/language arts, motor and creative development, music,
science and mathematics corners.
Adequacy of facilities and activity center provisions. This connotes the
extent or degree of sufficiency of the existing physical provisions. It is rated
on a three-point scale as follows:
38
3 – very much adequate
2 – much adequate
1 – not much adequate
Hypotheses of the Study
This study tested the following hypotheses:
1. There is significant difference in the profile of the administrators and
teachers in private and church-based preschools in the Municipality of La
Trinidad as to: age, sex, civil status, highest educational attainment,
specialization, schoolwork experience in years, trainings attended and
monthly salary.
2. There is significant difference in the kindergarten education
program between private and church-based preschools in the Municipality of
La Trinidad in terms of the levels of philosophy emphasis, objective
attainment, curriculum implementation and physical environment adequacy.
39
METHODOLOGY
Locale and Time of the Study
The study was conducted from June to October, 2005, covering a
period of five months, among the DepEd-recognized preschools in the
Municipality of La Trinidad. However, only the private and church-based
preschools were included. This is a deviation from the original plan to have
all the private, church-based and public preschools involved in the study. The
reason behind was that there is only one public preschool, whose number of
administrator and teachers could not provide sufficient observations to come
up with valid findings about the status of kindergarten education offered by
the public sector. Also, of the 20 private and church-based preschools
currently operating in La Trinidad, only 16 participated in the study. Three of
those preschools which were not involved in the study refused to have the
questionnaire administered to their administrators and teachers. The other
one was not included since it had voluntarily shut off its operation due to zero
enrolment at the time the survey was conducted.
The 16 private and church-based kindergartens which cooperated in
the study are as follows:
1. Benguet Learning Center, PA 154 Wangal, La Trinidad
2. Brilliant Child Christian Academy, IC 113 Betag, La Trinidad
3. Cordillera Career Development College, Buyagan, La Trinidad
40
4. Epiphany Learning Center, Betag, La Trinidad
5. Glad Tidings Learning Center, Km. 5, La Trinidad
6. God’s Lamb Academy, IB 82 Laoyan St., Betag, La Trinidad
7. Hope Christian Academy, Km. 5, La Trinidad
8. La Trinidad Nazarene Learners Center, Pico, La Trinidad
9. Little Flower Children’s Home Foundation, 264 Km. 4, Balili, La
Trinidad
10. Rainbow Mission International Academy, AE 13-E Buyagan, La
Trinidad
11. Saint Francis School, Sitio Longlong, Puguis, La Trinidad
12. San Jose Preschool, Poblacion, La Trinidad
13. Shekinah Learning Center, JB 132 Pico, La Trinidad
14. Star Educational Christian Foundation, 156 Pico, La Trinidad
15. Sunbeam Learning Center, 196 Pico, La Trinidad
16. Superkids Learning Center, Puguis, La Trinidad
Respondents of the Study
From those DepEd recognized preschools were the administrators
and teachers who served as the respondents of the study. Since the number
of administrators and teachers are limited, total enumeration was considered.
Table 1 shows the number of respondents per institution.
41
Table 1. Distribution of respondents per institution
ADMINIS-
TEACHER TOTAL
PRESCHOOL
TRATOR
N P N P N P
Private
Benguet Learning Center
1
10.0
1
5.0
2
3.6
Brilliant Child Christian Academy
1
10.0
1
5.0
2
3.6
Cordillera Career Development
College
1
10.0
1
5.0
2
3.6
Hope Christian Academy
1
10.0
4
20.0
5
9.0
Little Flower Children’s Home
Foundation
1
10.0
3
15.0
4
7.3
Saint Francis School
1
10.0
2
10.0
3
5.5
Star Educational Christian
Foundation
3
30.0
6
30.0
9
16.3
Sunbeam Learning Center
1
10.0
2
10.0
3
5.5
Sub-total
10
100.0
20
100.0
30
54.4
Church-Based
Epiphany Learning Center
1
12.5
2
11.7
3
5.5
Glad Tidings Learning Center
1
12.5
1
5.9
2
3.6
God’s Lamb Academy
1
12.5
1
5.9
2
3.6
La Trinidad Nazarene Learners
Center
1
12.5
3
17.7
4
7.3
Rainbow Mission International
Academy
1
12.5
3
17.7
4
7.3
San Jose Preschool
1
12.5
2
11.7
3
5.5
Shekinah Learning Center
1
12.5
2
11.7
3
5.5
Superkids Learning Center
1
12.5
3
17.7
4
7.3
Sub-total
8
100.0
17
100.0
25
45.6
Grand Total
18
32.7
37
67.3
55 100.0
Legend: N – Number P – Percent
42
Instrumentation
The researcher-made questionnaire (Appendix B) was utilized as the
tool to gather relevant data for this research. Developed in accordance with
the objectives of the study, it is composed of two sets, one for administrators
and another for teachers, and has two major parts.
Part I is the profile of the personnel. It covers data on age, sex, civil
status, highest educational attainment, specialization, schoolwork experience
in years, trainings attended and monthly salary.
Part II contains pertinent information about the kindergarten school. It
includes the program’s philosophy, objectives, curriculum, and physical
environment (school site, building, classroom size, facilities and activity
center provisions).
With the help of trained assistants, the researcher conducted a dry run
to validate the content of the instrument and to test its reliability in a
preschool, which is not included in the study. Question or item that did not
elicit the required information was either improved or deleted.
Data Gathering Procedure
Names and addresses of the preschools recognized by DepEd in the
Municipality of La Trinidad were obtained from the DepEd Division Office of
Benguet.
43
Prior to the administration of the questionnaire, letter requesting for
permit to solicit data from the respondents of the study (Appendix A) was
sent to the owners/school heads/principals of the preschools. Upon approval,
the researcher, together with the trained assistants, personally distributed the
instrument to the respondents in their respective schools. Arrangement with
the respondents was also made that the researcher or the trained assistant/s
will come after three to four days to get the accomplished questionnaire.
Statistical Treatment of Data
In light of the objectives of the research, the data gathered were
analyzed using the statistical tools below:
1. To determine the profile of the administrators and teachers of the
preschools, the frequency count and percentage were used;
2. Mean was employed to describe the status of kindergarten
education program along its philosophy, objectives, curriculum and physical
environment; and,
3. Chi-square test and t-test were performed as the case may be to
find the differences in the kindergarten education program between private
and church-based preschools.
In processing the data for statistical analysis, this study employed the
Statistical Package for Social Sciences (SPSS) Version 11 computer
44
software. The level of significance for the statistical tests performed was set
at one and five percents.
45
RESULTS AND DISCUSSION
This part of the research presents the findings on the profile of the
administrators and teachers in private and church-based preschools in La
Trinidad and their assessment of the kindergarten education program along
philosophy, objectives, curriculum and physical environment.
The comparison of the kindergarten education program in terms of
administrator and teacher profile, philosophy, objectives, curriculum and
physical environment between private and church-based is likewise
discussed.
Profile of Kindergarten Administrators
The profile of administrators is described in terms of age, sex, civil
status, highest educational attainment, specialization, administrative
experience, trainings attended and monthly salary received. Table 2 presents
the profile of administrators by types of preschool.
In sum, seven (7) out of eighteen (18) administrators belong to the
young adult group having an age ranging from 32 to 39 years old. There are
fifteen (15) female and eleven (11) married. Ten (10) of them are bachelor’s
degree holders. Six (6) have elementary education as their specialization and
seven (7) have been working in such capacity as administrator for a
46
Table 2. Profile of administrators of private and church-based preschools
PRIVATE CHURCH-
CHI-
PROFILE
BASED
SQUARE
F P F
VALUE
P
Age
24 – 31 years old
2
20.0
4
50.0
32 – 39 years old
5
50.0
2
25.0
40 – 47 years old
2
20.0
0
0
48 – 55 years old
1
10.0
0
0
56 – 63 years old
0
0
2
25.0
Total 10
100.0
8
100.0
6.81ns
Sex
Male
2
20.0
1
12.5
Female
8
80.0
7
87.5
Total 10
100.0
8
100.0
0.18ns
Civil status
Single
4
40.0
3
37.5
Married
6
60.0
5
62.5
Total 10
100.0
8
100.0
1.01ns
Highest Educational Attainment
Bachelor’s degree
4
40.0
6
75.0
Master’s degree
4
40.0
2
25.0
Doctorate degree
2
20.0
0
0
Total 10
100.0
8
100.0
2.88ns
Specialization
Early childhood education
1
10.0
0
0
Elementary education
3
30.0
3
37.5
Educational management
4
40.0
1
12.5
Mathematics
0
0
2
25.0
English
1
10.0
1
12.5
Music
0
0
1
12.5
Family life/child development
1
10.0
0
0
Total 10
100.0
8
100.0
6.66ns
Administrative Experience
1 – 4 years
1
10.0
5
62.5
5 – 8 years
5
50.0
2
25.0
9 – 12 years
1
10.0
0
0
13 – 16 years
2
20.0
0
0
17 – 20 years
1
10.0
1
12.5
Total 10
100.0
8
100.0
6.81ns
47
Table 2. Continued …
PRIVATE CHURCH-
CHI-
PROFILE
BASED
SQUARE
F P F
VALUE
P
Trainings Attended
School level
Never
0
0
3
37.5
Sometimes
1
10.0
3
37.5
Always
9
90.0
2
25.0
Total 10
100.0
8
100.0
8.33**
District level
Never
1
10.0
4
50.0
Sometimes
8
80.0
3
37.5
Always
1
10.0
1
12.5
Total 10
100.0
8
100.0
3.89ns
Division level
Never
3
30.0
1
12.5
Sometimes
6
60.0
4
50.0
Always
1
10.0
3
37.5
Total 10
100.0
8
100
2.20ns
Regional level
Never
2
20.0
2
25.0
Sometimes
4
40.0
3
37.5
Always
4
40.0
3
37.5
Total 10
100.0
8
100.0
0.06ns
National level
Never
1
10.0
4
50.0
Sometimes
7
70.0
2
25.0
Always
2
20.0
2
25.0
Total 10
100.0
8
100.0
4.41ns
International level
Never
7
70.0
6
75.0
Sometimes
1
10.0
2
25.0
Always
2
20.0
0
0
Total 10
100.0
8
100.0
2.21ns
Monthly Salary
Inadequate
0
0
1
12.5
Moderately adequate
4
40.0
5
62.5
Adequate
6
60.0
2
25.0
Total 10
100.0
8
100.0
2.92ns
Legend: F – Frequency
* Significant (p ≤ 0.05)
P – Percentage
ns
Not
significant
48
period of five to eight years. As regards to trainings, eleven (11) of the
eighteen (18) administrators have either regular attendance in school level or
irregular attendance in district level. Nine (9) administrators never attended
training in international level. On the other hand, ten (10) of them have
irregular attendance in division level. Irregularity in attendance by nine (9)
administrators is also observed in national level. Seven (7) administrators
have either regular or irregular attendance in regional level. The data show
further that nine (9) administrators receive moderately adequate monthly
salary (Appendix D).
Age
Five (5) out of ten (10) private preschool administrators range in age
from 32 to 39 years and two (2) are either 24 to 31 years or 40 to 47 years. A
different trend is observed in church-based preschools, where four (4) out of
eight (8) administrators are 24 to 31 years of age and two (2) of them are
either 32 to 29 years or 56 to 63 years. However, it can be noted that no one
among the private preschool administrators has an age falling within a range
of 56 to 63 years. This indicates that the ages of church-based preschool
administrators are relatively scattered.
Nevertheless, administrators in both types of preschool are in their
early adulthood. They have the vigor and dynamics to administer efficiently
and manage the preschools. This is corroborated by Robbins (1991) who
49
asserted that job performance declines with increasing age. Similarly,
Sameon (2002), by citing Magan (1986), stressed that advanced age
negatively affects body functions and appearance.
Sex
In both private and church-based preschools, the administrators are
predominantly female. This phenomenon is not only true to the present study
but also to the whole Philippine basic educational system which is female
dominated. According to Domingo (1999), there are more females than
males in the teaching service. Naturally, the greater the number of women in
the teaching pool, the higher the probability that a woman will get promoted
in school principalship.
However, this does not jibe with the finding of Yurachai (1987) in
which majority of administrators of kindergartens in Thailand were male. The
reason behind is the strong patriarchal orientation of Thai culture which treats
leadership and administrative position as exclusively man’s domain.
Civil Status
As shown, six (6) out of ten (10) administrators and five (5) out of eight
(8) administrators are married in private and church-based preschools,
respectively. This suggests that majority of the administrators in both
preschools have families to take care and support; hence, they can
50
understand the needs of their primary clientele – the parents and the pupils.
Mayari (1994) claimed that status as non-single serves as impetus in
establishing good human relations with the public. Being married helps
administrators empathize readily with parents leading to mutualness of
feelings.
The result is similar to those of Yurachai (1987) and Baliton (1995)
who revealed that almost all kindergarten administrators in their studies were
married.
Highest Educational Attainment
Data indicated that four (4) out of ten (10) private preschool
administrators have either bachelor’s degree or master’s degree and two (2)
possess doctorate degree. In the case of church-based preschools, the
contrary is shown since six (6) out of eight (8) administrators have bachelor’s
degree and two (2) are with master’s degree. None among church-based
preschool administrators obtained a doctorate degree. This outcome points
out that private preschool administrators can better afford further education
more than their church-based counterparts can. This may be attributed to the
level of salary they receive; those who get higher pay have the greater
opportunity to pursue advanced education than those whose salaries are
much lower.
51
Domingo (1999) underscored the importance of higher educational
attainment by stressing that school principals should not remain stagnant
educationally to avoid professional deterioration and mental obsoleteness.
School administrators must seek to continuously equip themselves with the
innovative tools in managing educational institutions. Likewise, Mayari (1994)
deplored the fact that higher educational attainment is associated with school
effectiveness. It is known and accepted that education makes an individual
productive and receptive to challenges and opportunities.
Specialization
Four (4) of the ten (10) private preschool administrators specialized in
educational management and three (3) concentrated on elementary
education. Educational management is taken up by private preschool
administrators as major most probably in their master’s degree, since it is not
offered in the undergraduate program. In the church-based preschools,
however, three (3) out of eight (8) administrators have elementary education
as their major and two (2) specialized in mathematics.
The result discloses that both private and church-based preschool
administrators satisfy the standard of DepEd (DECS Order No. 107, S. 1989)
that kindergarten administrators should have a college degree in education.
However, they are found wanting as to the requirement of having background
on kindergarten in addition to possession of an education degree. This is
52
also true in the finding of Baliton (1995) in which most preschool
administrators in Nueva Ecija did not specialize in early childhood
development.
The lack of needed specialization in early childhood by those who are
involved in pre-elementary education, according to Banatao (1997), is
brought about by the fact that there are very few teacher education
institutions which offer either an early childhood education degree or an
elementary education degree with early childhood education as area of
concentration. It is only in the late nineties when more teacher education
institutions offered degree programs or specialization in pre-elementary
education.
Another factor is that there is no direct link which has been
established between having a specialization in early childhood education and
one’s performance in preschool administration. This is evident, as pointed
out by Banatao (1997), in the present reality where administrators of private
schools providing preschool education successfully manage their institutions
even when they are without a background on early childhood development.
Researches (Menguito, 1990; Manalo, 1992; Mayari, 1994) also showed that
factors which are commonly and significantly related to job performance of
the principals include sex, educational attainment, trainings attended, salary
53
and administrative experience. Specialization is rarely found to be connected
to the principals’ task performance.
Administrative Experience
Five (5) out of ten (10) private preschool administrators have been
assuming administrative functions for a period of five to eight years and two
(2) have administrative experience ranging from 13 to 16 years. On the other
hand, five (5) out of eight (8) church-based preschool administrators have
been in the managerial position for a period of one to four years, two (2)
assume administrative functions for a period of five to eight years. This result
connotes that both private and church-based preschool administrators are
neophytes in school management.
Studies on administrative experience showed that principals’ length of
service had a positive influence on their management performance and
clientele’s confidence in the school’s credibility (Mayari, 1994). Their
broadened experience has provided them with the necessary repertoire in
making judicious decisions concerning efficient enrollment procedures,
pupils’ accommodation, school programming and deployment of teachers.
Furthermore, DepEd (DECS Order No. 107, S. 1989) requires that
preschool principals must have at least satisfactory administrative experience
in a kindergarten set-up.
54
Trainings Attended
As set forth in the table, nine (9) out of ten (10) private preschool
administrators have regular training attendance in school level and eight (8)
have irregular training attendance in district level. Much more, six (6) of them
have had training attendance in the division level and seven (7) have had
training attendance in national level both falling under the category of
“sometimes.” There are also seven (7) administrators who had zero training
attendance in international level. In the regional level, however, four (4) have
had either regular or irregular attendance.
In church-based preschools, on the contrary, three (3) out of eight (8)
administrators, have had either irregular or zero training attendance in school
level and regular or irregular training attendance in regional level. Also, four
(4) of them registered zero attendance in both district and national levels and
irregular attendance in division level. Furthermore, six (6) have zero
attendance in international level.
Looking carefully into the frequency of training attendance, it can be
inferred that both private and church-based preschool administrators are
trying their best to attend trainings in the different levels although irregular.
This outcome is in line with the recommendation of Reyes (1981), Lasala
(1985) and Ruiz (1990) that kindergarten school administrators should
55
upgrade their personal and professional development through attendance in
in-service education and off-the-job training sessions.
Attendance to training, as recognized by Gargabite (1998),
complements the professional development of the school managers. It
improves one’s knowledge and skills thereby effecting higher productivity.
Also, it was delineated that through in-service trainings, principals are not
only expected to be abreast with knowledge and skills but also to be updated
of what is going on beyond the scope of their working areas (Manalo, 1992).
Monthly Salary
Six (6) out of ten (10) private preschool administrators receive
adequate salary and four (4) have moderately adequate salary. On the other
hand, five (5) of the eight (8) church-based preschool administrators are
being paid with moderately adequate salary. Two (2) receive salary that is
adequate. For this reason, it can be said that there is a seeming discrepancy
in salary between administrators in private and those in church-based
preschools. The private preschool administrators receive more pay than what
the church-based administrators get. This result may be alluded to the
differing salary scales for administrative personnel being enforced in the two
types of preschool. It is also possible that private preschools provide higher
pay since they, as found out by the researcher, charge their enrollees
relatively higher school fee than their church-based counterparts require.
56
As proven by many studies, the amount of salary is a key factor in job
satisfaction and performance. It has a motivating effect on the employees for
them to stay longer in the firm and to do their best in their work (Gargabite,
1998). In the same footing, O’Brien (1986) noted that economic deterioration
due to poor income carries with it an incalculable change in the mood and
psychological state due to anxiety, distress and poor diet. These effects have
an unquestionable bearing on the work performance of the individual.
Comparison of Administrator Profile
by Types of Preschool
The comparison of profile of the administrators between private and
church-based preschools using Chi-square in Table 2 reveals that
administrators in private and church-based preschools do not significantly
differ in age, sex, civil status, highest educational attainment, specialization,
administrative experience, training attendance in district, division, regional,
national and international levels, and monthly salary. In terms of personal
profile, it is only in training attendance in school level that there is a
significant difference among administrators as evidenced by a computed X²
value of 8.33 being higher than the tabular X² value of 5.99 at five percent
level of significance. Therefore, the hypothesis that there is significant
difference in the profile of administrators in private and church-based
preschools as to training attendance in school level is accepted. This reveals
57
that administrators in private and church-based preschools do not have the
same frequency of training attendance in school level. The result is expected
since almost all private preschool administrators have regular training
attendance in school level, whereas many of those in the church- based have
either irregular or zero attendance. This regularity of training attendance may
be a consequence of the extensive in-house seminars and training sessions
conducted by private preschools and their greater financial capability to
provide their administrators with training opportunities
Profile of Kindergarten Teachers
The profile of preschool teachers furnishes the data regarding age,
sex, civil status, highest educational attainment, specialization, teaching
experience, trainings attended and monthly salary received. Table 3 reflects
the profile of teachers in private and church-based preschools.
On the whole, twenty-one (21) out of thirty-seven (37) preschool
teachers belongs to the age range from 20 to 25 years old. There were thirty-
six (36) female and one (1) male. Unlike the administrators, twenty-five (25)
of the teachers were single. They were unanimous in terms of highest
educational attainment since all of them possess bachelor’s degree. Similar
to that of the administrators as to specialization, sixteen (16) teachers
majored in elementary education. Twenty-seven (27) have been in the
58
Table 3. Profile of teachers of private and church-based preschools
PRIVATE CHURCH-
CHI-
PROFILE
BASED
SQUARE
F P F
VALUE
P
Age
20 – 25 years old
14
70.0
7
41.2
26 – 31 years old
3
15.0
5
29.4
32 – 37 years old
2
10.0
2
11.8
38 – 43 years old
0
0
3
17.6
44 – 49 years old
1
5.0
0
0
Total 20
100.0
17
100.0
6.63ns
Sex
Male
1
5.0
0
0
Female
19
95.0
17
100.0
Total 20
100.0
17
100.0
0.87ns
Civil Status
Single
15
75.0
10
58.8
Married
5
25.0
7
41.2
Total 20
100.0
17
100.0
1.09ns
Highest Educational Attainment
Bachelor’s degree
20
100.0
17
100.0
Total 20
100.0
17
100.0
0
Specialization
Early childhood education
4
20.0
6
35.3
Elementary education
10
50.0
6
35.3
Religious education
0
0
1
5.9
Educational communication
0
0
1
5.9
Mathematics
2
10.0
0
0
Social studies
1
5.0
0
0
English
0
0
1
5.9
Commerce
1
5.0
1
5.9
Music
1
5.0
0
0
Biology
1
5.0
1
5.9
Total 20
100.0
17
100.0
8.21ns
Teaching Experience
1 – 4 years
15
75.0
12
70.6
5 – 8 years
3
15.0
2
11.8
9 – 12 years
1
5.0
1
5.9
13 – 16 years
1
5.0
2
11.8
Total 20
100.0
17
100.0
0.62ns
59
Table 3. Continued …
PRIVATE CHURCH-
CHI-
PROFILE
BASED
SQUARE
F P F
VALUE
P
Trainings Attended
School level
Never
0
0
4
23.5
Sometimes
4
20.0
4
23.5
Always
16
80.0
9
52.9
Total 20
100.0
17
100.0
05.75ns
District level
Never
5
25.0
7
41.2
Sometimes
14
70.0
7
41.2
Always
1
5.0
3
17.6
Total 20
100.0
17
100.0
03.44ns
Division level
Never
6
30.0
10
58.8
Sometimes
13
65.0
4
23.5
Always
1
5.0
3
17.6
Total 20
100.0
17
100.0
06.56**
Regional level
Never
4
20.0
13
76.5
Sometimes
15
75.0
1
5.9
Always
1
5.0
3
17.6
Total 20
100.0
17
100.0
17.88**
National level
Never
6
30.0
15
88.2
Sometimes
14
70.0
1
5.9
Always
0
0
1
5.9
Total 20
100.0
17
100.0
15.98**
International level
Never
19
95.0
17
100.0
Sometimes
1
5.0
0
0
Total 20
100.0
17
100.0
00.87ns
Monthly Salary
Inadequate
2
10.0
1
5.9
Moderately adequate
14
70.0
9
52.9
Adequate
4
20.0
7
41.2
Total 20
100.0
17
100.0
02.00ns
Legend: F – Frequency
* Significant (p ≤ 0.05)
P – Percentage ns Not significant
60
teaching profession for a period between one and four years. Concerning
training, twenty-one (21) of the teachers have had either irregular attendance
in district level or zero attendance in national level. Seventeen (17) have had
either irregular attendance in division level or zero attendance in regional
level. Zero training attendance by thirty-six (36) teachers is recorded in
international level. On the other hand, a regular training attendance by
twenty-five (25) teachers is reflected in school level. In addition, it is set forth
that twenty-three (23) teachers are being paid with a monthly salary that is
moderately adequate (Appendix E).
Age
Fourteen (14) out of twenty (20) private preschool teachers were in
the age bracket between 20 and 25 years and three (3) are 26 to 31 years.
This is quite similar in the case of church-based preschools, where seven (7)
of the seventeen (17) teachers were 20 to 25 years of age, five (5) were
within a range of 26 to 31 years and three (3) were either 38 to 43 years.
With this information, one may infer that preschool teachers in both private
and church-based are very young. This means that the pre-elementary
teaching profession in La Trinidad has people who are energetic and can
contribute more to the development of preschool education. As such, the
preschool teachers have the better chance for personal and professional
enhancement and improvement (Korga, 2001). Conversely, while young age
61
has its positive effects, it has also its negative results. Villorente (2000)
characterized young age in four ways: valuing physical make up more than
wisdom, sexualizing more than socializing, emotional impoverishment more
than emotional flexibility, and mental rigidity more than cognitive adaptability.
The same author also described individuals in this stage to be in the process
of psychological maturity.
The saturation of the Philippine educational system by a massive
number of younger teachers, as reported by Galang (1991), is due to the fact
that most of those who are hired into the practice of teaching come from the
cadre of fresh graduates of teacher education program. This is the logical
outcome of fast graduation rate in teacher education institutions.
Sex
Nineteen (19) private preschool teachers were female. In church-
based preschools, all seventeen (17) teachers were female. Thus, preschool
teachers in La Trinidad are principally female. This is expected since, as
Baliton (1995) observed, females have natural maternal instincts of which
caring for the young is one of them. Such caring connotes a special kind of
relationship to the young. This is corroborated by Yurachai (1987) who
considered kindergarten teaching as an extension of child rearing and
development; hence, it appeals to women both married and single.
62
Similarly, Domingo (1999) noted that the dominance of female
teachers in the Philippines is the natural result of the greater percentage of
female young people who enroll in and graduate from teacher education
institutions. Moreover, it is integral in the Filipino idiosyncrasy that teaching is
monopolistically a feminine task as strongly influenced by the Philippine
home education model in which the child’s basic learning occurred in the
home under the tutelage of the mother (Lardizabal, 1988).
Civil Status
Fifteen (15) of the twenty (20) private preschool teachers were single
and five (5) of them were married. A similar trend is seen in church-based
preschools in which ten (10) out of seventeen (17) teachers were single and
seven (7) were married. This numerous number of single preschool teachers
in both private and church-based is anticipated since majority of them are in
their early twenties. They are too young to get married.
According to Alicias, et al. (1992), single persons do not usually have
familial responsibilities. That is why they enjoy more freedom in disposition
and decision with regard to the performance of their job. Besides, Robbins
(1991) claimed that there are not enough studies to draw any conclusions as
to the effect of marital status on productivity. Mayari (1994) also cited that
civil status of teachers is not contributory to the promotion of better
achievement of pupils.
63
Highest Educational Attainment
All thirty-seven (37) preschool teachers in both private and church-
based only obtained bachelor’s degree. This is anticipated since all of them
have just graduated from college as evidenced by their very young age and
extremely minimal years of teaching experience. Nevertheless, they fulfill the
minimum DepEd requirement (DECS Order No. 107, S. 1989) that a
preschool teacher must possess a baccalaureate degree in education.
Though the preschool teachers have satisfied the minimum
educational qualification, it does not mean that they have to stop in their
professional growth. Echaluse (1998) discovered that educational attainment
of teachers has an effect on the success or failure of the endeavor they
undertake. Teaching competence and educational attainment are
interdependent. This implies that the higher the educational attainment of the
teacher, the better his/her delivery of instruction to the learners.
Specialization
Ten (10) out of twenty (20) private preschool teachers specialized in
elementary education. Four (4) had early childhood education as their
concentration. In the case of church-based preschool teachers, six (6) out of
seventeen (17) majored either in early childhood education or elementary
education. In light of DepEd standard (DECS Order No. 107, S. 1989), most
64
preschool teachers in La Trinidad are therefore lacking the needed expertise
to teach the pre-elementary children. This is tantamount to saying that they
do not have sufficient working knowledge on the unique nature and needs of
preschool children as well as the best principles and practices in early
childhood education.
Perhaps the above result is an indication that teachers whose
specialization is in early childhood education are scarce since the number of
teacher education institutions offering degree program or major in pre-
elementary education is very limited (Banatao, 1997). This holds true even in
the research of Baliton (1991) which showed that preschool teachers in
Nueva Ecija fell short of the required concentration on early childhood
education in their baccalaureate degrees.
Teaching Experience
Fifteen (15) out of twenty (20) private preschool teachers have been
in the teaching profession for a period of one to four years; three (3) ranged
in teaching experience from five to eight years; one (1) had either from 9 to
12 or 13 to 16 years of teaching. The same is true to church-based preschool
teachers, where twelve (12) out of seventeen (17) have been teaching under
a bracket between one to four years and two (2) have had either five to eight
years or 13 to 16 years of teaching experience. This lays bare that preschool
65
teachers in both private and church-based are just commencing in their
teaching career.
The finding is imputable to the fact that most preschool teachers in La
Trinidad are newly hired. In an interview made by the researcher, it was
disclosed that some of the preschool teachers were just appointed to teach
during when the research questionnaire was floated, while others were
teaching in the preschools for almost a year at the time of the study. This
suggests that a fast turnover of teachers is taking place among the
preschools under investigation.
According to Korga (2001), some of the reasons why teachers in most
private schools do not stay longer in the service include low salary and few
benefits as compared to their public school counterparts, lack of security of
tenure, overloaded work, and apparent personalism in superior-subordinate
relation. He also revealed that teachers, especially the beginners in teaching
profession, stay short in private schools only to acquire experience, which
they use as one of their credentials in applying for a teaching item or position
in public schools.
Trainings Attended
Sixteen (16) out of twenty (20) private preschool teachers have
regular training attendance in school level. Fourteen (14) of them have had
irregular training attendance either in district or national level. Irregular
66
attendance by thirteen (13) in division level and by other fifteen (15) in
regional level is also recorded. Nineteen (19) have had zero training
attendance in international level.
Conversely, in church-based preschools, nine (9) out of seventeen
(17) have had regular training attendance in school level. Seven (7) have had
either irregular or zero attendance in district level. A pattern of zero training
attendance is noted in division level by ten (10), regional level by thirteen
(13), national level by fifteen (15) and international level by seventeen (17).
On the basis of the above finding, preschool teachers in La Trinidad
are said to have afforded with trainings though not extensively. The very
reason for this was that the number of participants to trainings or seminars
was limited, but with the responsibility of echoing things learnt to other
teachers. This arrangement was resorted to by most preschools probably
due to financial constraints. It is also possible that no preschool teachers can
substitute for those on training, since most of them are fully occupied with
their teaching loads, which is usually the plight of teachers in private schools.
However, both private and church-based preschools should still seek
to provide their teachers with relevant training. Sameon (2002) stressed that
continuing education is necessary to build up the capability of the teachers
as they carry out the complex task of teaching. It makes them more skillful,
67
knowledgeable, flexible, critical, innovative and creative in their instructional
performance.
Monthly Salary
In private preschools, fourteen (14) out of twenty (20) teachers were
being paid with moderately adequate salary; four (4) received adequate
salary and two (2) received inadequate salary. In contrast, nine (9) out of
seventeen (17) church-based preschool teachers had moderately adequate
salary. Seven (7) received monthly pay that is adequate and one (1) received
inadequate salary. This implies that preschool teachers in both private and
church-based have comparable satisfaction as to the adequacy of the
monthly compensation they receive.
The foregoing outcome can be ascribed to the relatively similar salary
scales that are currently implemented in both types of preschool.
As explained by Echaluse (1998), since teachers require the same
basic necessities of life and have the same desires as all other normal
people, it is possible for them to render maximum service, regardless of
ability and preparation, if their income is sufficient for them to feel
economically secure. Monetary income such as salary has the psychological
effect of giving added power, prestige and passion on the teachers to
perform well above the ordinary level.
68
In the same manner, Gargabite (1998) stated that a teacher needs
adequate salary in order to continue in professional study, to travel and
discover more of the world, to meet his cultural, recreational and civic needs,
and to have a quality living – which are all contributory in bringing to the
classroom an increasingly richer experience.
Comparison of Teacher Profile
by Types of Preschool
A glance at Table 2 demonstrates that no remarkable difference is
established in the characteristics of preschool teachers like age, sex, civil
status, highest educational attainment, teaching experience, training
attendance in school, district and international levels, and monthly salary.
However, significant disparity is observed among teachers by types of
preschools as regards their training attendance in division, regional and
national levels. This is so since the computed X² value in each training level
is higher than the tabular X² value of 5.99 at five percent level of significance.
Hence, the hypothesis that there is significant difference in the profile of
teachers in private and church-based preschools as to training attendance in
division, regional and national levels is accepted. This indicates that
preschool teachers in private and church-based vary as to the frequency of
their training attendance in division, regional and national levels. The
outcome is best explained by the fact that a great majority of private
69
preschool teachers at least attend trainings in division, regional and national
levels as opposite to the majority of church-based preschool teachers whose
attendance is zero in such training levels. In this light, it can be deduced that
private preschools are more able to send teachers to trainings in division,
regional and national levels than church-based preschools.
Philosophy of Kindergarten Education Program
In this study, the respondents were asked to assess as to what extent
their kindergarten education programs emphasize the following philosophies:
pragmatism, which stresses learning activities that are useful and life-like
from which the child learns by actual performance of the activity; gestaltism,
which places importance in unifying the behavior of the child and regarding
him/her as a whole being who needs learning experiences designed to
contribute to his/her all around development; realism, which emphasizes the
value of providing right head start for the child’s formal school attendance
and assistance to him/her as he/she seeks for what is true; and humanism,
which places merit in accepting the child for what he/she is. Table 4 displays
the level of emphasis of philosophies of the kindergarten education program
in private and church-based preschools.
In the over-all picture, it is explicit that all philosophies are very much
emphasized by the preschools in La Trinidad as justified by mean scores that
70
Table 4. Level of emphasis of philosophies of the kindergarten education
program in private and church-based preschools
PRIVATE CHURCH-
t-TEST
PHILOSOPHY
BASED
VALUE
M D M D
Pragmatism. The school stresses
learning activities that are useful and
life-like from which the child learns
by actual performance of the activity.
2.10
ME
2.84
VME
3.62**
Gestaltism. The school places im-
portance in unifying the child’s
behavior and regarding him/her as a
whole being who needs learning
experiences designed to contribute
to his/her all around development.
2.10
ME
2.80
VME
3.39**
Realism. The school emphasizes
the value of providing right head start
for the child’s formal school
attendance and assistance to
him/her in the search for truth.
2.13
ME
2.76
VME
2.97**
Humanism. The school places me-
rit in accepting the child for what
he/she is.
2.13
ME
2.68
VME
2.48**
Over-all Mean
2.11
ME
2.77
VME
Legend: Mean (M) Description (D) ** Highly significant (p ≤ 0.01)
2.34 – 3.00 Very much emphasized (VME)
1.67 – 2.33 Much emphasized (ME)
1.00 – 1.66 Not much emphasized (NME)
are above the category of “much emphasized” (Appendix F). On this account,
it can be assumed that administrators and teachers being implementers of
kindergarten education program are tending to become balance or holistic in
their perspective on child education by emphasizing each of those
philosophies in equal degree. This agrees to the finding of Reyes (1981) that
71
pragmatism, gestaltism, realism and humanism as the philosophies
influencing preschool education in La Union.
The above result is confirmed by the researcher’s actual inspection of
both private and church-based preschools in the municipality.
It was observed that plays, games, simple experiments, constructive
and manipulative activities, and outdoor observations are integrated in
everything the children do. They are taught through first hand experiences
with the use of concrete objects and real things. Besides, the various senses
of the pupils like seeing, touching, smelling, tasting and hearing are tapped in
the teaching of the different subject areas. This “learning through
experiencing” kind of classroom atmosphere abides by pragmatic philosophy.
Pragmatism also finds its expression in the very much attained
cognitive objectives of the program such as identifying body parts,
distinguishing shapes/forms, naming and distinguishing colors, seeing
objects in relation to the position of other objects (in-out, above-under, front-
back), identifying right and left of self, discriminating objects according to
size, length, color and shape, and recognizing numerals at least one up to
ten.
The most often used teaching techniques such as storytelling, role
playing, guessing game, use of radio/tape recorder, observing and describing
likewise adhere to the pragmatist’s philosophy.
72
Another feature of pragmatism in the kindergarten education program
is the inclusion of science and math. Both researcher’s observation and
respondents’ answers reflect that said learning areas are very much
implemented
The gestalt philosophy, on the other hand, is perfectly demonstrated
by preschool teachers’ application of integration. Learning activities or
experiences in the different subject areas are integrated either through
thematic teaching or through content-based instruction. There is fusion
between theoretical and practical learning, active and quite activity, indoor
and outdoor play.
The equal emphasis given to each of the philosophies as well as the
uniform level of attainment of the objectives across the three domains are
also an indication that preschool education in La Trinidad seeks to realize the
gestalt ideal of providing a well-rounded development for the preschool
children.
Side by side with this creative and holistic instructional climate is the
prevalence of basic, formative and mastery learning, which is typical of
realist’s philosophy. As seen by the researcher, teachers in both private and
church-based preschools decisively impart among kindergarten children the
essential knowledge and skills for reading, writing, counting and studying.
That’s why it is no doubt that learning areas such as Communication Arts
73
and Mathematics in the kindergarten education program are assessed to be
very much implemented.
Such basic competencies, however, are acquired by children in a
logical and systematic succession, from simple to complex, one at a time.
They are taught until they are thoroughly understood and mastered. Also, in
the course of instilling them, repetition and rehearsal are usually employed.
For humanistic philosophy, an indication is seen among preschool
teachers providing for learners’ differences. Teaching is often individualized
in order to cater for the varying needs, capabilities and characteristics of their
pupils. According to some preschool teachers interviewed, said mode of
instruction requires extra time and effort on their part.
In addition, teachers in both private and church-based preschools
appear to be “human” in the fullest sense of the word. They provide genuine
concern and care, are patient, considerate, empathetic, more democratic
than autocratic, and apparently are more able to relate easily and naturally to
pupils on either a one-to-one or group basis. They often employ motivation
of any form to spark children’s curiosity and inspire them to learn.
It was noted also that most of the preschools provide pre-instructional
assessment at the start of the school year to determine each child’s
background on which the intra-class grouping of pupils in terms of readiness
and ability is based.
74
Furthermore, the very much attained objectives under the affective
domain and the very much implemented learning areas like Social Living, Art
and Music are a full embodiment of humanism in the kindergarten education
program.
However, the table shows that there is dissimilarity as to the level of
emphasis of all philosophies as brought about by the wide gap in mean
ratings of the two preschools.
Private preschools moderately emphasize pragmatism, gestaltism,
realism and humanism, whereas church-based preschools stress very much
said philosophies. This condition is most likely the effect of greater
awareness and deeper appreciation of the philosophies the church-based
preschool administrators and teachers have than those which the private
preschool administrators and teachers possess. That’s why it is no doubt that
church-based preschool administrators and teachers are so strenuous in
impressing pragmatism, gestaltism, realism and humanism that they have a
“very much” level of emphasis all throughout. Bauzon (1994) supports this
when he said that values which are clearly understood are ones which are
eternally cherished and concretely reaffirmed.
75
Comparison of the Level of Emphasis
of Philosophy by Types of Preschool
Based on the information provided in Table 4, an exceedingly
significant discrepancy with respect to the extent of emphasis of philosophies
such as pragmatism, gestaltism, realism and humanism is proven between
private and church-based preschools. The computed t-value in each
philosophy is higher than the tabular t-value of 2.39 at one percent level of
significance. Therefore, the hypothesis that there is significant difference in
the kindergarten education program between private and church-based
preschools in terms of philosophy is accepted.
As already explained, the significant deviation in the level of emphasis
of philosophy between the two preschools occurs because administrators
and teachers in church-based emerge to be much intensive in emphasizing
those philosophies than administrators and teachers in private. This distinct
passion is due to the differing awareness, appreciation and valuing of the
philosophies by those personnel in the two preschools.
Objectives of the Kindergarten Education Program
The objectives are actually the learning competencies which the
kindergarten education program seeks to develop among pre-elementary
children. They are grouped under three domains, namely: cognitive, affective
and psychomotor. The cognitive competencies include following simple
76
directions, identifying parts of his/her body, distinguishing shapes/forms,
naming and distinguishing colors, speaking clearly in the language he/she
brings to school, gaining more vocabulary, seeing objects in relation to the
position of other objects, identifying right and left of self, discriminating
objects according to size, length, color and shape, classifying objects
according to size and length. Affective competencies, on the contrary, consist
of caring for his/her own personal needs such as dressing, eating, toileting
and grooming, attending to task for increasingly longer period of time,
assuming independent responsibility for completing tasks, sharing and taking
turn, engaging in discussions and activities that include adults and other
children in the classroom, verbalizing feelings related to events in the
classroom and home environment, helping in simple tasks such as clean-up
and serving snacks, identifying and protecting possessions, demonstrating
self-control, getting along well with others and distinguishing right from
wrong/good from bad. However, for psychomotor, the competencies entail
exhibiting well-coordinated movements, exhibiting pre-writing skills and
exhibiting writing skills. Table 5 projects the level of attainment of objectives
of the kindergarten education program in private and church-based
preschools.
Generally, the objectives of the kindergarten education program
among preschools in La Trinidad, regardless of domains, are assessed to be
77
very much attained (Appendix G). The finding implies that the preschools
foster competence in young children relative to all aspects of the self. They
aim to develop at the same time and in equal extent the head, the heart and
the hand of the kindergartners for life-long learning. This is in conformity to
DepEd’s expectation that the objectives of the preschool education should
develop the children in all aspects so that they will be better prepared to
adjust and cope with life situations and the demands of formal schooling
(DECS Order No. 107, S. 1989).
It is also in consonance with Laforteza (1982) in her sentiment that the
learning objectives of the preschool should be the creation of learning
situations that will facilitate growth of the child’s intellect as well as his
physical, social and emotional abilities.
Furthermore, the assessment of objectives across the types of
preschool is very striking the fact that almost all items are given mean ratings
described as very much attained. Thus, both private and church-based
preschools have similar level of attainment of objectives of the early
childhood education program.
However, in the foregoing result, there is one exception. That is the
item on gaining more vocabulary. It has been perceived by private preschool
administrators and teachers as much attained. This particular case is
probably due to the difficulty private preschool teachers encounter in
78
Table 5. Level of attainment of objectives of the kindergarten education
program in private and church-based preschools
PRIVATE CHURCH-
t-TEST
OBJECTIVES
BASED
VALUE
M D M D
Cognitive Domain
Follows simple directions
2.86
VMA
2.80
VMA
Identifies parts of his/her body
2.83
VMA
2.88
VMA
Distinguishes shapes/forms
2.90
VMA
2.80
VMA
Names and distinguishes colors
2.80
VMA
2.84
VMA
Speaks clearly in the language he/she
brings to school
2.36
VMA
2.44
VMA
Gains more vocabulary
2.33
MA
2.64
VMA
Sees objects in relation to the position of
other objects (in-out, above-under, front-
back)
2.63
VMA
2.56
VMA
Identifies right and left of self
2.70
VMA
2.80
VMA
Discriminates objects according to size,
length, color and shape
2.80
VMA
2.64
VMA
Recognizes numerals at least 1 up to 10
2.83
VMA
2.80
VMA
Average Mean
2.70
VMA
2.72
VMA
0.15ns
Affective Domain
Cares for his/her own personal needs
such as dressing, eating, toileting and
grooming
2.63
VMA
2.60
VMA
Attends to task for increasingly longer
period of time
2.70
VMA
2.44
VMA
Assumes independent responsibility for
completing tasks
2.70
VMA
2.56
VMA
Shares and takes turn
2.80
VMA
2.68
VMA
Engages in discussions and activities
that include adults and other children in
the classroom
2.70
VMA
2.52
VMA
79
Table 5. Continued …
PRIVATE CHURCH-
t-TEST
OBJECTIVES
BASED
VALUE
M D M D
Verbalizes feelings related to events in
the classroom and home environment
2.73
VMA
2.72
VMA
Helps in simple tasks such as clean-up
and serving snacks
2.83
VMA
2.60
VMA
Identifies and protects possessions
2.73
VMA
2.56
VMA
Demonstrates self-control: anger, fear,
sadness and happiness
2.60
VMA
2.48
VMA
Gets along well with others
2.83
VMA
2.68
VMA
Distinguishes right from wrong/good
from bad
2.83
VMA
2.72
VMA
Average Mean
2.73
VMA
2.59
VMA
1.26ns
Psychomotor Domain
Exhibits well-coordinated movements
such as walking, kicking, jumping and
running
2.90
VMA
2.72
VMA
Exhibits pre-writing skills such as holding
a pencil or crayon, scribbling and
coloring
2.86
VMA
2.80
VMA
Exhibits writing skills such as printing
number (with/without model), printing
upper case letters (with/without model),
printing lower case letters (with/without
model), drawing simple shape/pattern,
copies part picture (with/without model)
and completing name (with/without 2.83
VMA
2.73
VMA
model)
Average Mean
2.86
VMA
2.73
VMA
1.37ns
Over-all Mean
2.76
VMA
2.68
VMA
Legend: Mean (M) Description (D)
ns Not significant
2.34 – 3.00 Very much attained (VMA)
1.67 – 2.33 Much attained (MA)
1.00 – 1.66 Not much attained (NMA)
80
inculcating new words to kindergartners. Dembo (1981) recognized this by
stating that children under age bracket of two to seven have verbal facility
that is limited only to concepts or objects which they directly see in the
environment. Although the children make rapid cognitive growth at such age
period, they still learn most of the concepts being fed to them without
comprehension. The reason for this is that their cognition is more oriented
toward the concrete.
Nonetheless, said outcome does not have significant effect on the
very favorable, over-all assessment of the program’s objectives
Comparison of the Level of Attainment
of Objectives by Types of Preschool
A glimpse of Table 5 confirms that the findings do establish
congruency in the level of attainment of objectives in three domains between
the two types of preschool. The computed t-value in each objective domain is
lesser than the tabular t-value of 2.39 at five percent level of significance;
therefore, the hypothesis of significant difference is rejected. This manifests
that there is no notable discrepancy in the assessment of the kindergarten
education program in terms of objectives between private and church-based
preschools.
The absence of variance in the level of attainment of objectives is
traceable to the equal perception of private and church-based preschool
81
administrators and teachers. Both groups have the same conviction that
learning competencies specified in the present research are highly
indispensable to be realized toward the total development of the preschool
child. They probably believe also that such objectives are operational of the
philosophies which their kindergarten education emphasizes very much.
Curriculum of the Kindergarten Education Program
This
study
operationally defined the kindergarten education curriculum
as comprising of both learning areas taught and techniques used in teaching.
These curricular components are treated in relation to the level of their
implementation in private and church-based preschools. Table 6 provides for
its pertinent data.
Widely, the curriculum of kindergarten education program in the
preschools of La Trinidad is perceived to be very much implemented. This is
not surprising because learning areas as well as teaching techniques are
given mean ratings described as very much implemented (Appendix H).
Learning Areas
In the combined assessment of private and church-based preschools,
each of the learning areas is rated to be very much implemented (Appendix
H). The same is true per type of preschool.
82
Table 6. Level of implementation of curriculum in terms of learning areas
and techniques of teaching of the kindergarten education program
in private and church-based preschools
PRIVATE CHURCH-
t-TEST
ASPECT
BASED
VALUE
M D M D
Learning Areas
Communication Arts in English
2.86
VMI
2.84
VMI
0.27ns
Communication Arts in Filipino
2.76
VMI
2.00
MI
4.09**
Social Living
2.73
VMI
2.64
VMI
0.73ns
Art
2.96
VMI
2.56
VMI
3.61**
Music
2.96
VMI
2.48
VMI
3.60**
Science
2.83
VMI
2.68
VMI
1.11ns
Mathematics/Numeracy
2.46
VMI
2.44
VMI
0.14ns
Average Mean
2.60
VMI
2.34
VMI
Techniques of Teaching
Storytelling
2.90
VMI
2.72
VMI
1.73**
Dialogue
2.70
VMI
2.32
MI
2.29**
Role playing
2.66
VMI
2.20
MI
2.52**
Guessing game
2.83
VMI
2.36
VMI
3.41**
Use of radio/tape recorder
2.66
VMI
2.08
MI
3.32**
Filmstrips
2.26
MI
1.72
MI
2.48**
Fieldtrips
2.60
VMI
1.72
MI
4.80**
Observing and describing
2.83
VMI
2.56
VMI
1.81**
Average Mean
2.68
VMI
2.21
MI
Over-all Mean
2.64
VMI
2.27
MI
Legend: Mean (M) Description (D)
ns Not significant
2.34 – 3.00 Very much implemented (VMI) * Significant (p ≤ 0.05)
1.67 – 2.33 Much implemented (MI)
1.00 – 1.66 Not much implemented (NMI)
83
The private preschool administrators and teachers perceive that they
implement very much the various learning areas of the kindergarten
education curriculum as indicated by mean ratings ranging from 2.46 to 2.96.
In descending order based on means, the learning areas are: Art, Music,
Communication Arts in English, Science, Communication Arts in Filipino,
Social Living and Mathematics.
Preschool administrators and teachers in church-based, in a similar
way, see the curricular learning areas to be very much implemented.
However, Communication Arts in Filipino is just described as much
implemented. It is the only one among learning areas offered by the church-
based preschools that has the least mean score. This unusual observation
can be ascribed to the lesser attention in terms of time allotment and learning
activities provided by church-based preschools in teaching Filipino language.
May be church-based preschool teachers do not prefer to teach in Filipino
nor use Filipino as medium of instruction because most of them, being
accustomed to talk in different Cordilleran languages, are incapable of
speaking in Filipino fluently. The result runs contrary to the study of Baliton
(1995) where Language Arts in Filipino subject was allotted much time and
taught well in the kindergarten schools in Nueva Ecija.
Besides, albeit Art and Music are assessed to be very much
implemented, comparing their actual mean scores assigned by private and
84
church-based administrators and teachers shows that there is still a
difference. This is virtually the cause of uneven time and learning
experiences being allocated in said subjects by the two preschools.
Nonetheless, the all-inclusive offering of such learning areas as
Communication Arts in English and Filipino, Social Living, Art, Music,
Science and Mathematics and their extraordinary implementation in equal
degree across preschools unfold the reality that kindergarten education
program in La Trinidad is multidisciplinary consistent to its very strongly
exhibited philosophies and objectives. Through Communication Arts, the
preschool children will be helped to express what they think and feel, interact
with their peers and understand the school activities in which they are
engaged (Eliason and Jenkins, 1986). Social Living, on the other hand,
provides them stimulating social experiences among individuals within and
outside their own group and of background different from theirs. This subject
assists the kindergartners to adjust confidently and comfortably with other
people (Baliton, 1995). Creativity, self-expression, imaginative thinking,
aesthetic appreciation and good listening habit are the resultant skills the
preschoolers acquire from studying Art and Music (McDonald and Ramsey,
1982). In Mathematics and Science, however, the young children are offered
with venues to enhance their sensory-perceptual and numeracy abilities
(Baliton, 1995).
85
Techniques of Teaching
The data show that preschools in La Trinidad have utilized storytelling,
dialogue, role playing, guessing game, use of radio/tape recorder, filmstrips,
fieldtrips and observing and describing. In other words, they have employed
a variety of methods in bringing to life the curricular contents or learning
areas. This result is in line with the DepEd standard that varied, carefully
selected and meaningful activities on the basis of interests and capabilities
should be provided to preschool children (DECS Order No. 107, S. 1989).
Hendrick (1996) pointed out that such diversity is necessary if early
childhood education is to cater for the individual differences of the learners,
discover their multiple intelligences and develop them in all facets.
Regardless of types of preschool, it is indicated that story telling
emerges to be the primary technique of teaching used as set forth by its
highest mean rating, while fieldtrips and filmstrips are the secondarily applied
for having lower mean scores (Appendix H). This fits squarely into the finding
of Baliton (1995) who discovered that almost all respondents of her study
utilized storytelling and only few employed fieldtrips and filmstrips. According
to her, storytelling was commonly used because of the appealing and
motivating atmosphere it can provide. Children are very interested and even
ask for more stories. The method elicits responses and creates interaction
among children and teacher making learning informal and homelike.
86
On the other hand, fieldtrips were rarely used due to the expenses
they incur and filmstrips were least used since most of the preschools
investigated did not have educational technology like projector.
An analysis of the different teaching techniques across preschools
reveals that storytelling, guessing game, observing and describing are rated
as very much implemented and filmstrips as much implemented by both
private and church-based preschool administrators and teachers.
However, a clear difference is registered as to the level of
implementation of dialogue, role playing, use of radio/tape recorder and
fieldtrips. In private preschools, those teaching methods were very much
implemented, whereas in church-based preschools, they were just much
implemented. This observation may be the cause of the varying
methodological preferences of teachers in the two preschools. According to
Lardizabal, et al. (1991), what method to use in teaching is determined
largely by the extent of teacher’s methodological knowledge and proficiency
and by the appropriateness of the method itself in relation to learners’ needs
and characteristics, subject matter, teaching objectives, materials and
facilities.
87
Comparison of the Level of Implementation
of Curriculum by Types of Preschool
The comparison of the level of implementation of curriculum in terms
of learning areas and teaching techniques between private and church-based
preschools using t-test is also presented in Table 6.
Regarding the different learning areas, the private and church-based
preschools have symmetrical level of implementation of Communication Arts
in English, Social Living, Science and Mathematics. However, they differ
significantly in carrying out Communication Arts in Filipino, Art and Music
since the computed t-value in each learning area is higher than the tabular t-
value of 1.67 at five percent level of significance. Thus, the hypothesis that
there is a significant difference in curriculum of the kindergarten education
program between private and church-based preschools with respect to
learning areas such as Communication Arts in Filipino, Art and Music is
accepted.
The result is brought about by the gap in mean ratings assigned to the
three learning areas by private and church-based preschool administrators
and teachers. In this context, private preschools appear to provide the said
curricular subjects time and learning activities more extensive than what
church-based preschools furnish.
On the other hand, a consistent trend of remarkable difference
between private and church-based preschools is confirmed in all teaching
88
techniques used. The two groups of preschool vary in the extent of their
application of storytelling, dialogue, role playing, guessing game, use of
radio/tape recorder, filmstrips, fieldtrips as well as observing and describing
as evidenced by the computed t-value in each teaching method that is higher
than the tabular t-value of 1.67 at five percent level of significance. Hence,
the hypothesis of significant difference is accepted.
A divergence in the level of implementation of teaching techniques
between the two preschools occurs because private preschool teachers
emerge to be more inclined in employing storytelling, dialogue, role playing,
guessing game, radio/tape recorder, filmstrips, fieldtrips as well as observing
and describing than church-based preschool teachers. This is probably
brought about by their being knowledgeable and skillful in those methods and
belief that those methods are relevant to the kind of learning condition they
have. That’s why private preschools had higher mean scores relative to the
implementation of the different teaching techniques than church-based
preschools.
Physical Environment of the Kindergarten Education Program
The physical environment of the kindergarten education program
consists of school site, building, classroom size, facilities and activity center
provisions. In this study, school site, building and classroom size are
89
assessed on the basis of the frequency of responses of administrators and
teachers, while facilities and activity center provisions are gauged in regards
to their adequacy through scaled perception of said respondent groups.
School Site, Building and Classroom Size
Table 7 displays the physical environment in terms of school site,
building and classroom size of the kindergarten education program in private
and church-based preschools.
Area of the school site. In sum, twenty-three (23) of the fifty-five (55)
administrators and teachers among preschools in La Trinidad responded that
they have either 500 square meters and less or 1000 square meters and
more land area. Only nine (9) gave feedback that their land area is 501 to
1000 square meters wide (Appendix I). This result suggests that preschools
in La Trinidad, in general, are extremely opposite in terms of land area. They
have either large or small school site.
The same tendency is observed in either type of preschool. As shown,
in both types of preschool, thirteen (13) administrators and teachers in
private and ten (10) administrators and teachers in church-based reported
that their land area is 500 square meters and less. Moreover, twelve (12)
administrators and teachers in private and eleven (11) administrators and
teachers in church-based disclosed that they have 1000 square meters and
more land area. Five (5) respondents in private and four (4) respondents in
90
Table 7. Physical environment in terms of school site, building and class-
room size of the kindergarten education program in private and
church-based preschools
PRIVATE CHURCH-
CHI-
ASPECT
BASED
SQUARE
F P F
VALUE
P
Area of the School Site
0.09ns
500 sq m or less
13
43.3
10
40.0
501 – 1000 sq m
5
16.7
4
16.0
1000 sq m or more
12
40.0
11
44.0
Total 30
100.0
25
100.0
Style/Construction of the
Building
8.19*
Single storey
10
33.3
2
8.0
Double storey
6
20.0
13
52.0
Triple storey
14
46.7
10
40.0
Total 30
100.0
25
100.0
Size of the Classroom
11.32**
10 – 19 sq ft per child
11
36.7
7
28.0
20 – 29 sq ft per child
19
63.3
10
40.0
30 – 35 sq ft per child
0
0
8
32.0
Total 30
100.0
25
100.0
Legend: F – Frequency
* Significant (p ≤ 0.05)
P – Percentage
** Highly significant (p ≤ 0.01)
ns Not significant
church-based answered that their preschools have 501 to 1000 square
meters land area.
The above occurrence is validated by the actual visit of the
researcher, in which she found out that preschools with sufficiently large or
larger school site are kindergartens, which have very significant number of
enrollees and consequently have more income to purchase additional
portions of land. The preschools with small land area, on the other hand, are
91
ones which have low enrollment. They are usually in a leasing contract for
the site which they occupy.
A comparison between private and church-based preschools,
however, reveals that there is no difference existing as to school site. This
means that preschools in both groups have land area in equal extent,
whether extremely large or small.
Nevertheless, a great number of preschools in La Trinidad regardless
of types and extreme variation among them have site area that is within the
requirement stipulated by DepEd (DECS Order No. 107, S. 1989).
Style of the building. Regardless of types of preschool, twenty-four
(24) of the fifty-five (55) administrators and teachers indicated that they have
triple storey building, nineteen (19) reported that they have two storey
building; and twelve (12) revealed that they are being housed in a single
storey building (Appendix I). This shows that a great number of preschools in
La Trinidad are maximizing their school site by having multiple storey
building either because they have small land area or due to their exceedingly
high enrollment. However, it does not necessarily mean that preschool
classes occupy the second and third floors since ocular inspection by the
researcher reveals that preschool classes are being held in ground floor as
usually done in most places. The result therefore agrees with Sciarra and
Dorsey (1990) and Taylor (1989) that preschool building should be free from
92
hazards to meet the needs of children, staff as well as parents and should
facilitate assistance to children in case of an emergency.
Analysis per type of preschool indicates that fourteen (14) of the total
administrators and teachers in private claim that their building is triple storey,
ten (10) answered that they have single storey and six (6) responded that
they are staying in double storey building. On the other hand, thirteen (13) of
the total church-based preschool administrators and teachers answered that
they have two storey building, ten (10) disclosed that they are being housed
in triple storey and two (2) gave feed back that they occupy single storey
building. Thus, private and church-based preschools differ in terms of
building style. This is rooted as mentioned in the preceding paragraph in their
varying land area and enrollment size.
Classroom size. On the whole, twenty-nine (29) of the fifty-five (55)
administrators and teachers of preschools in La Trinidad acknowledge that
their classroom ranges in size from 20 to 29 square feet per child, eighteen
(18) indicate that their classroom is 10 to 19 square feet per child and eight
(8) respond that the size of their classroom is within the bracket between 30
and 35 square feet per child (Appendix I). This lays bare that almost all
preschools in La Trinidad have classroom size which falls short of the
specification that in a preschool classroom, each child must have at least 35
93
square feet of space for extra movement and stimulation of social and
cognitive learning opportunities (Taylor, 1989).
Data across preschools, however, reveal that nineteen (19) of the
thirty (30) private preschool administrators and teachers claimed that their
classroom is 20 to 29 square feet in size and eleven (11) of them answered
that their classroom size ranges from 10 to 19 square feet per child. No one
among them responded that they have classroom size of 30 to 35 square
feet per child. In contrast, ten (10) of the twenty-five (25) administrators and
teachers in church-based preschools noted that the size of their classroom is
20 to 29 square feet per child, eight (8) indicated that their classroom ranges
in size from 30 to 35 square feet per child and seven (7) revealed that they
have classroom size of 10 to 19 square feet per child.
The aforementioned finding demonstrates that private and church-
based preschools are dissimilar in their classroom size. This deviation can be
attributed either to the contrasting number of pupils accommodated per
classroom or to the varying natural physical make up of the classroom itself.
It was observed by the researcher that classrooms built in both private and
church-based preschools are either standard or substandard in their size.
94
Comparison of School Site, Building and Classroom
Size by Types of Preschool
The comparative analysis using Chi-square in Table 7 shows that
there is no significant difference between private and church-based
preschools with respect to the area of their school site. The computed X²
value of 0.09 is lesser than tabular X² value of 5.99 at five percent level of
significance; therefore, the hypothesis of significant difference is rejected.
This confirms the finding that preschools in both groups are symmetrical in
terms of their land area.
On the other hand, private and church-based preschools significantly
vary in their building style and classroom size. As explained previously, this
difference in building style is attributed to the wide gap in their land area and
enrollment size. However, the disparity in classroom size is believed to be
the consequence of unevenness in the number of pupils accommodated per
classroom and irregularity in the actual physical make up of the classroom
itself in the two types of preschool.
Facilities
The level of adequacy of physical environment in terms of facilities of
the kindergarten education program in private and church-based preschools
is set forth in Table 8.
95
Table 8. Level of adequacy of physical environment in terms of facilities of
the kindergarten education program in private and church-based
preschools
PRIVATE CHURCH-
t-TEST
FACILITY
BASED
VALUE
M D M D
Classroom Equipment and Fixtures
2.76
VMA
2.41
VMA
3.44**
Playground and Garden Equipment
2.07
MA
1.60
MA
2.46**
Health Facilities and Provisions for
Safety
2.74
VMA
2.30
MA
4.04**
Library Furniture and Materials
2.63
VMA
2.06
MA
4.53**
Office Equipment and Supplies
2.72
VMA
2.18
MA
4.46**
Over-all Mean
2.58
VMA
2.11
MA
Legend: Mean (M) Description (D)
** Highly significant (p ≤ 0.01)
2.34 – 3.00 Very much adequate (VMA)
1.67 – 2.33 Much adequate (MA)
1.00 – 1.66 Not much adequate (NMA)
The over-all mean suggests that preschools in La Trinidad have very
adequate facilities (Appendix J). In a descending order according to mean
ratings, the facilities include: classroom equipment and fixtures, health
facilities and provisions for safety, office supplies and library equipment,
library furniture and materials and playground garden and equipment. This
result is incompatible to that of Yurachai (1987) in which kindergartens in
Thailand were assessed to have adequate and functional facilities. The same
is true to Baliton (1995) who reported that most preschools in Nueva Ecija
were desperately in need of additional physical provisions.
96
Looking carefully into the assessment by types of preschool, the
private preschools are seen to be very much adequate in facilities.
Administrators and teachers assign mean ratings falling under the category
of very much adequate to classroom equipment and fixture, health facilities
and provisions for safety, office supplies and equipment, and library furniture
and materials. Only the item on playground and garden equipment gets a
mean score described as much adequate.
Contrariwise, the church-based preschools are perceived to have
much adequate facilities. This is evident in the low mean scores they obtain
in health facilities and provisions for safety, office supplies and equipment,
library furniture and materials and playground and garden equipment.
Classroom equipment is an exemption since it is rated as very much
adequate.
In view of the foregoing outcome, it can be concluded that private and
church-based preschools are varied as to the adequacy of their facilities. The
reason for this is that private kindergartens, as opposite to church-based
preschools, have extensively more of the following facilities as indicated by
higher mean scores (Appendix J): classroom equipment and fixtures – shelf;
playground and garden equipment – merry-go-round, slide, sand box, tunnel,
wheeled vehicle, wooden train, rocking boat, balance beam, tire, tree house,
pet cage and aquarium; health facilities and provisions for safety – force
97
pump, lavatory, bathroom, first aid kit, rest area, bed, mat and electric fan;
library furniture and materials – reading table, card catalogue, bookshelf,
dictionary stand, shelf list card cabinet, reference book, professional book
and leisure and fiction book; and, office equipment and supplies – intercom
model, typewriter/computer with printer, filing cabinet, telephone and
calculator/auditing machine. Another cause for this very satisfactory
assessment on the part of private preschools is their stronger financial
capability. They have more funds to provide for such physical facilities than
church-based kindergartens. The third contributory factor is that private
preschools had been established earlier than church-based preschools and
they were able to accumulate and put up better and more facilities.
Comparison of Facilities by Types of Preschool
The comparison of the level of adequacy of facilities across
preschools using t-test is further exhibited in Table 8.
It is noteworthy that in the five categories of facility such as classroom
equipment and fixtures, playground and garden equipment, health facilities
and provisions for safety, library furniture and materials and office equipment
and supplies, an incongruity between private and church-based preschools is
observed. This is evidenced by the computed t-value being higher than the
tabular t-value of 2.39 at one percent level of significance. Hence, the
hypothesis that there is significant difference in physical environment of the
98
kindergarten education program between private and church-based
preschools as to facilities is accepted.
The above result suggests that private preschools have more
sufficient facilities than church-based preschools. This competitive advantage
of private kindergartens in terms of facilities is due to their stronger monetary
capability and their earlier establishment, which enabled them to improve
their physical provisions through the years.
Activity Center Provisions
Table 9 presents the level of adequacy of physical environment in
terms classroom activity center provisions of the kindergarten education
program in private and church-based preschools.
Generally, both private and church-based preschools are assessed to
be very much adequate in their classroom activity center provisions
(Appendix K). This finding suggests that, with such overtly sufficient
resources, preschoolers in La Trinidad have the stimulating and conducive
learning environment which they really need in this early stage of their lives.
Laforteza (1982) stressed that a child learns best when given the opportunity
to explore and discover what he/she is capable of doing. In the preschool,
according to her, the child can express his/her thoughts and feelings without
being shy. This helps him/her grow and mature as a well-rounded individual.
In the same manner, Schiller and Schiller (1991) stated that kindergartners,
99
Table 9. Level of adequacy of physical environment in terms of activity
center provisions of the kindergarten education program in private
and church-based preschools
PRIVATE CHURCH-
t-TEST
ACTIVITY CENTER PROVISION
BASED
VALUE
M D M D
Personal Care and Grooming
2.66
VMA
2.12
MA
3.98**
House and Garden Care
2.61
VMA
2.12
MA
3.56**
Communication Skills/Language Arts 2.80
VMA
2.46
VMA
3.13**
Motor and Creative Development
2.86
VMA
2.33
MA
5.16**
Music
2.23
MA
1.75
MA
2.54**
Sensory-Perceptual and Numeracy
Skills
2.70
VMA
2.70
VMA
4.76**
Over-all Mean
2.64
VMA
2.13
MA
Legend: Mean (M) Description (D)
** Highly significant (p ≤ 0.01)
2.34 – 3.00 Very much adequate (VMA)
1.67 – 2.33 Much adequate (MA)
1.00 – 1.66 Not much adequate (NMA)
being very curious and imaginative, should be given the chance to optimize
and enjoy learning and developing.
However, comparing data between the two types of preschool reveals
that a difference exists. This is anticipated since private preschools are
perceived as having very much adequate classroom activity provisions,
whereas church-based preschools are assessed to be much adequate in
said aspects.
In private preschools, provisions for motor and creative development,
communication skills/language arts, sensory-perceptual and numeracy skills,
100
personal care and grooming and house and care garden are seen to be very
much adequate, except provisions for music, which are assessed as much
adequate. On the other hand, church-based preschools are given a rating of
much adequate in provisions for music, personal care and grooming, house
and garden care and motor and creative development. Only the provisions
for communication skills/language arts and sensory-perceptual and
numeracy skills are described as very much adequate.
The above-mentioned disparity between the two preschools is the by-
product of private preschools having in greater number the following
provisions as indicated by higher mean ratings (Appendix K): personal care
and grooming – mirror, dresser and toothbrush; house and garden care –
shovel, spade, pail, mop, sand table, ironing board, wooden iron, toy
stove/oven, hammer and saw; communication skills/language arts – reading
chart and comic/magazine; motor and creative development – color chart,
coloring book, rough/course surface, fine/smooth surface, paint/crayon and
paint brush; music – castanet, organ, guitar, phonograph/karaoke, radio,
bamboo maracas, coconut maracas and xylophone; and, sensory-perceptual
and numeracy skills – counter, bead, number table, weighing scale and set of
weights. This only shows that private preschools have more budget to
provide their clientele with such learning resources in classroom. Their earlier
101
establishment is another ground why they acquired and have so much
activity center provisions.
Comparison of Physical Environment
by Types of Preschool
A glimpse of Table 9 reveals that private and church-based
preschools differ in the quantity of their provisions in all activity centers for
personal care and grooming, house and garden care, communications
skills/language arts, motor and creative development, music and sensory-
perceptual and numeracy skills. This is so since the computed t-value is
higher than the tabular t-value of 2.39 at one percent level of significance.
The foregoing finding unveils that private preschools are with so much
resources for learning activities in contrary to church-based preschools which
have sufficient enough provisions. This tells that they are better and more
able in providing motivating and interactive teaching-learning climate. The
reason behind is the private schools’ better financial status and older
existence.
102
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This research delved on assessing the kindergarten education
program in private and church-based preschools in the Municipality of La
Trinidad during the school year 2005-2006. The assessment probed into the
profile of administrators and teachers, philosophy, objectives, curriculum and
physical environment of the program in light of the standards of the
Department of Education. Likewise, this study compared the assessment of
the kindergarten education program between the two types of preschool
along the said five areas.
A total of sixteen (16) government-recognized preschools were
included in this study: eight (8) from the private sector and another eight (8)
from the church-based. From these preschools came the eighteen (18)
administrators and thirty-seven (37) teachers who served as the
respondents.
Data needed for the study were generated using survey and
researcher-made questionnaire as the data-gathering method and tool,
respectively. Descriptive statistics, Chi-square and t-test were used in the
analysis of data.
The salient findings of the study are as follows:
103
1. Seven (7) out of eighteen (18) preschool administrators belong to
the young adult group having an age ranging from 32 to 39 years old. Fifteen
(15) were female and eleven (11) were married. Ten (10) of them were
bachelor’s degree holders. Six (6) had elementary education as their
specialization and seven (7) have been working in such capacity as
administrator for a period of one to eight years. As regards to trainings,
eleven (11) of the administrators have had either regular attendance in
school level or irregular attendance in district level. Nine (9) never attended
training in international level. On the other hand, ten (10) of them have had
irregular attendance in division level. Irregularity in attendance by nine (9)
administrators is also observed in national level. Seven (7) administrators
have either regular or irregular attendance in regional level. In terms of
salary, nine (9) administrators received moderately adequate monthly pay.
Administrators in private and church-based preschools do not differ
significantly in age, sex, civil status, highest educational attainment,
specialization, administrative experience, training attendance in district,
division, regional, national and international levels, and monthly salary.
However, a remarkable disparity exists among them in their training
attendance in school level.
2. Twenty-one (21) out of thirty-seven (37) preschool teachers ranged
in age from 20 to 25 years old. Thirty-six (36) were female and twenty-five
104
(25) were single. They were unanimous in terms of highest educational
attainment since every one possesses a bachelor’s degree. Sixteen (16) of
them majored in elementary education. Twenty-seven (27) have been in the
teaching profession for a period between one and four years. Concerning
training, twenty-one (21) of the teachers have either irregular attendance in
district level or zero attendance in national level. Seventeen (17) have either
irregular attendance in division level or zero attendance in regional level.
Zero training attendance by thirty-six (36) teachers is recorded in
international level. On the other hand, a regular training attendance by
twenty-five (25) teachers is reflected in school level. For monthly
remuneration, twenty-three (23) are being paid with a salary that is
moderately adequate.
Comparison of teacher profile between private and church-based
preschools reveals that there is no significant difference among teachers in
their characteristics like age, sex, civil status, highest educational attainment,
teaching experience, training attendance in school, district and international
levels, and monthly salary. Only in their training attendance in division,
regional and national levels, the preschool teachers in private and church-
based differ significantly.
3. Philosophies such as pragmatism, gestaltism, realism and
humanism are very much emphasized by the preschools in La Trinidad.
105
Analysis per type of preschool shows that a highly significant
discrepancy with respect to the extent of emphasis of the four philosophies is
proven between private and church-based preschools. It appears that private
preschools emphasize pragmatism, gestaltism, realism and humanism much,
whereas church-based preschools emphasize said philosophies very much.
4. Objectives of the kindergarten education program categorized
under cognitive, affective and psychomotor domains are assessed to be very
much attained among preschools in La Trinidad.
The t-test, notwithstanding, establishes congruency in the level of
attainment of objectives under the three domains between private and
church-based preschools.
5. The curriculum of kindergarten education program in the preschools
of La Trinidad is perceived to be very much implemented. Its component
aspects such as learning areas and teaching techniques are described as
very much implemented.
Private and church-based preschools have symmetrical level of
implementation of Communication Arts in English, Social Living, Science and
Mathematics. However, they differ significantly in carrying out
Communication Arts in Filipino, Art and Music.
On the other hand, a consistent trend of remarkable difference
between private and church-based preschools is confirmed in all teaching
106
techniques used. The two groups of preschool vary in the extent of their
application of storytelling, dialogue, role playing, guessing game, use of
radio/tape recorder, filmstrips, fieldtrips as well as observing and describing.
6. The physical environment of the kindergarten education program
consists of school site, building style, classroom size, facilities and activity
center provisions.
Preschools in La Trinidad have either large or small school site since
twenty-three (23) of the fifty-five (55) administrators and teachers respond
that they have either 500 square meters and less or 1000 square meters and
more land area; nine (9) indicate that their land area is 501 to 1000 square
meters wide.
However, there is no significant difference established between
private and church-based preschools as to their school site.
Regarding building style, it is noted that twenty-four (24)
administrators and teachers across preschools claim that they have triple
storey, nineteen (19) have two storey building and twelve (12) reveal that
they are being housed in a single storey building.
On the other hand, twenty-nine (29) of the administrators and teachers
of preschools in La Trinidad acknowledge that their classroom ranges in size
from 20 to 29 square feet per child, eighteen (18) indicate that their
classroom is 10 to 19 square feet per child and eight (8) admit that the size of
107
their classroom is within the bracket between 30 and 35 square feet per
child.
In terms of facilities, it is found out that preschools in La Trinidad are
appraised to have very much adequate classroom equipment and fixtures,
playground and garden equipment, health facilities and provisions for safety,
library furniture and materials and office equipment and supplies.
The same as true in the aspect of activity center provisions, where the
preschools are perceived to be very much adequate. They have exceedingly
sufficient materials and supplies for personal care and grooming, house and
garden care, communication skills/language arts, motor and creative
development, music and sensory-perceptual and numeracy skills.
In the four aspects of physical environment such as building style,
classroom size, facilities and activity center provisions, private and church-
based preschools are remarkably diverse.
Conclusions
In light of the results of the study, the following conclusions are
deduced:
1. Primarily, administrators in private and church-based preschools
are young, female, married, bachelor’s degree holders and less experienced
in administrative work. They have elementary education as their
specialization. They receive moderately adequate salary. Concerning
108
trainings, they have regular attendance in school and regional levels,
irregular attendance in division and national levels and zero attendance in
international level. They do not differ in their profile, except in training
attendance in school level.
2. In general, private and church-based kindergarten teachers are
very young, female, single, bachelor’s degree holders and neophytes in the
teaching profession. They have elementary education as their major and
receive monthly salary that is moderately adequate. They have regular
attendance in school and regional trainings, irregular attendance in district
and division trainings and zero attendance in national and international
trainings. In most personal characteristics, they are similar. However, they
are diverse in terms of attendance in school, district and international
trainings.
3. The philosophies of the kindergarten education program in the
preschools, on the whole, are very much emphasized. However, there is
significant difference existing between the two types of preschool since the
private preschools emphasize the philosophies much, whereas the church-
based preschools stress said philosophies very much.
4. The objectives of the kindergarten education program among
preschools are very much attained. Private and church-based preschools in
this area are significantly different.
109
5. The learning areas and teaching techniques as curricular
components of the kindergarten education program are very much
implemented. Private and church-based preschools implement in equal
manner all the learning areas except Communication Arts in Filipino, Art and
Music. Nevertheless, they are dissimilar in their implementation of the
teaching techniques.
6. In terms of physical environment of the kindergarten education
program, private and church-based preschools vary in building style,
classroom size, facilities and activity center provisions. Only in school site,
the two types of preschool are congruent.
Recommendations
Below are the recommendations drawn on the basis of the findings
and conclusions of the study:
1. Additional male teachers should be hired by the preschools. This
will serve as deterrent to the feminization of kindergartens and will provide
preschoolers with a venue for wholistic development especially in the areas
of sex-role behavior and cognitive functioning. This is thought since
researches (Prestone, 1962; Johnson 1972; Brophy and Good, 1974) had
established that boys who are inclined to see the school as a female-oriented
institution would naturally be less interested in classroom routines, which
eventually lead to poorer academic success. Much more, the finding of
110
Doyle, Hancock and Kifer (1972) showed that female teachers overestimate
the achievement potential and intelligence of girls, underestimate the abilities
of boys, and hold lower expectations for boys than for girls of equal ability.
2. Relevance or appropriateness of degree and specialization should
be considered by the preschools in the recruitment of kindergarten teachers.
Applicants with educational background on early childhood education, child
psychology or family life and child development must be preferred.
3. Both private and church-based preschools must initiate personnel
capability building program that will enable administrators and teachers to
pursue graduate or post graduate education or attend in-service trainings in
various levels relative to early childhood education. The said program will be
responsible in scheduling educational leaves, rationalizing workloads and
allocating financial assistance to the recipients of such professional
advancement privilege.
4. The salaries of preschool administrators and teachers, including
fringe benefits, need to be increased to attract a cadre of competent
personnel and to accelerate the quality of work performance.
5. The preschools, especially those which are church-based, should
improve and expand their physical plant. Relevant educational equipment,
facilities and resources, which are insufficient and are not available, should
111
be procured and provided in greater quantity for a more stimulating learning
environment.
6. Since the realization of the above mentioned recommendations are
obstructed by budgetary constraint, a sustainable financing scheme must be
initiated. Putting up income generating projects like canteen, bookstore and
individualized tutorial clinic and leasing out of facilities for camps,
conferences and other functions by outsiders are options to be considered.
7. The preschools need to forge strong partnership among themselves
and with other educational institutions and to engage in a network with other
agencies which share with them same interests for mutual sharing and
sourcing out of resources.
8. To improve kindergarten education program, the Department of
Education should conduct regular ocular visitation, monitoring and
supervision among preschools.
9. For further study, it is suggested that a: a) follow-up of the present
research including a wider scope be made for a more valid result; b) study on
the support systems for the early childhood education of young children and
its social benefits be initiated; c) research on teacher-pupil relationship at the
preschool level and its effect on kindergartners’ personality traits and
academic performance be conducted; and finally, d) scholarly work on
112
learning readiness of young children and its impact on preschool education
be done.
113
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119
Appendix A
Letter of Request to Administer Questionnaire
P. O. Box 14
2600 Baguio City
19 July 2005
The School Head
________________________
________________________
Dear Sir/Madam:
Christian
greetings!
I am a graduate student of the Benguet State University conducting a
research on “KINDERGARTEN EDUCATION IN THE MUNICIPALITY OF LA
TRINIDAD: AN ASSESSMENT.”
In connection with this pursuit, I am seeking your most kind approval
to allow me to administer my questionnaire in your institution. The
respondents of this study are the teachers and the administrator, principal,
department head, supervisor or teacher-in-charge, as the case may be, of
your pre-elementary school.
Rest assured, the information to be generated will be treated with
strictest confidentiality.
I would be profoundly grateful for granting me this request, and I pray
that God would richly bless you.
Very respectfully yours,
(Sgd.) MILAGROS C. PRADO
120
Appendix B
Sample Questionnaire
KINDERGARTEN EDUCATION IN THE MUNICIPALITY
OF LA TRINIDAD: AN ASSESSMENT
PRESCHOOL ADMINISTRATOR’S QUESTIONNAIRE
__________________________
Dear Sir/Madam:
Grace and peace to you!
I am Milagros C. Prado, a master’s student of the Graduate School of the
Benguet State University. I am presently conducting a study entitled
“KINDEGARTEN EDUCATION IN THE MUNICIPALITY OF LA TRINIDAD:
AN ASSESSMENT,” which is in partial fulfillment of the requirements for my
degree Master of Arts in Education with major in Administration and
Supervision.
With the approval of your School Head, I am requesting your cooperation in
filling up this questionnaire as honestly as possible for the said study. The
information which shall be elicited from the questions/items below can be
availed of from documents, records/brochures, interview and observation
whenever necessary.
Rest assured that your responses shall be treated with strictest
confidentiality.
I would appreciate it very much your cooperation and full support. May God
continually bless you!
Very respectfully yours,
(Sgd.) MILAGROS C. PRADO
Researcher
121
SCHOOL’S NAME (Optional): ____________________________________
Please check if the school is: __ Privately Owned __ Church Based
PART I. PERSONNEL PROFILE
A. Position/Designation ______________________
B. Personal Characteristics
______ Age
______Sex
______Civil Status
C. Highest Educational Attainment
Please check the highest degree you have finished.
B.S./B. A.
______
M.S./M. A.
______
Ph.D./Ed.D.
______
Others (please specify) ______
D. Specialization in the highest degree you have finished ____________
E. Administrative Experience in Years __________
F. Trainings Attended
Indicate how frequent is your attendance in trainings/seminars in each level
for the last three years by using the scale below:
3 – Always
2 – Sometimes
1 – Never
Levels of Training
3 2 1
1. School level
2. District level
3. Division level
4. Regional level
5. National level
6. International level
G. Monthly Salary
Please evaluate the adequacy of your salary by using the following scale:
3 – Adequate
2 – Moderately Adequate
1 – Inadequate
3
2 1
Monthly Salary
122
PART II. SCHOOL PROFILE
A. Philosophy
What is/are the educational philosophies emphasized by your kindergarten
education program? Check the level of emphasis on the following
philosophies using this scale:
3 – very much emphasized
2 – much emphasized
1 – not much emphasized
Philosophy 3
2 1
1. Pragmatism. The school stresses learning activities that are
useful and life-like from which the child learns by actual
performance of the activity.
2. Gestaltism. The school places importance in unifying the
behavior of the child and regarding him/her as a whole being who
needs learning experiences designed to contribute to his/her all
around development.
3. Realism. The school emphasizes the value of providing right
head start for the child’s formal school attendance and assistance
to him/her in the search for truth.
4. Humanism. The school places merit in accepting the child for
what he/she is.
5. Others (please specify)
B. Objectives
What are the objectives being sought to realize by your kindergarten
education program in terms of the domains to be attained by the
preschoolers at the end of the kindergarten term? This is a multiple response
item. Please check the level of attainment using this scale:
3 – very much attained
2 – much attained
1 – not much attained
Cognitive Domain
3 2 1
1. Follows simple directions
2. Identifies parts of his/her body
3. Distinguishes shapes/forms
4. Names and distinguishes colors
5. Speaks clearly in the language he/she brings to school
6. Gains more vocabulary
7. Sees objects in relation to the position of other objects (in-out,
123
above-under, front-back)
8. Identifies right and left of self
9. Discriminates objects according to size, length, color and
shape
10. Recognizes numerals at least up to 10
11. Others (please specify)
Affective Domain
3 2 1
1. Cares for his own personal needs such as dressing, eating,
toileting and grooming
2. Attends to task for increasingly longer period of time
3. Assumes independent responsibility for completing tasks
4. Shares and takes turn
5. Engages in discussions and activities that include adults and
other children in the classroom
6. Verbalizes feelings related to events in the classroom and
home environment
7. Helps in simple tasks such as clean-up and serving snacks
8. Identifies and protects possessions
9. Demonstrates self-control: anger, fear, sadness and
happiness
10. Gets along well with others
11. Distinguishes right from wrong/good from bad
12. Others (please specify)
Psychomotor Domain
3 2 1
1. Exhibits well-coordinated movements such as walking, kicking,
jumping and running
2. Exhibits pre-writing skills such as holding a pencil or crayon,
scribbling and coloring
3. Exhibits writing skills such as printing number (with/without
model), prints upper case letters (with/without model), prints lower
case letters (with/without model), draws simple shape/pattern,
copies part picture (with/without model), completes name
(with/without model)
4. Others (please specify)
C. Curriculum
C.1 Learning Areas
Please check the level of implementation of the following learning areas by
using this scale:
124
3 – very much implemented
2 – much implemented
1 – not much implemented.
Learning Areas
3 2 1
1. Communication Arts in English
2. Communication Arts in Filipino
3. Social Living
4. Art
5. Music
6. Science
7. Mathematics/Numeracy
8. Others (please specify)
C.2 Techniques of Teaching
Please check the level of implementation of the following techniques of
teaching by using this scale:
3 – very much implemented
2 – much implemented
1 – not much implemented.
Techniques of Teaching
3 2 1
1. Storytelling
2. Dialogue
3. Role playing
4. Guessing game
5. Use of radio/tape recorder
6. Filmstrips
7. Fieldtrips
8. Observing and describing
9. Others (please specify)
D. Physical Environment
D.1 School Site
What is the total area of the school site? Put a check on the space provided.
_____ 500 sq m and less
_____ 501 – 1000 sq m
_____ 1000 sq m and more
D.2 Building
What is the style/construction of the kindergarten building?
____single storey
____double storey
____others (please specify) ____________________
125
D.3 Classroom Size
What is the size of the kindergarten classroom in sq. meters?
____ 10 – 19 sq ft per child
____ 20 – 29 sq ft per child
____ 30 – 39 sq ft per child
Direction: Item numbers D.4 and D.5 and their sub-items will be analyzed
using the following scale:
3 – very much adequate
2 – much adequate
1 – not much adequate
D.4 Facilities
D.4.a Classroom Equipment and Fixtures
Please assess the adequacy of classroom equipment and fixtures by
referring to the scale.
Facility 3
2 1
1.Locker
2.Shelf
3.Chair
4.Table
5.Blackboard
6.Easel board
7.Cabinet
8.Bulletin board
9.Others (please specify)
D.4.b Playground and Garden Equipment
Please assess the adequacy of playground and garden equipment by
referring to the scale.
Facility 3
2 1
1. Swing
2. Seesaw
3. Merry-go-round
4. Slide
5. Wading pool
6. Sandbox
7. Tunnel
8. Wheeled vehicle
9. Wooden train
126
10. Rocking boat
11. Balance beam
12. Tire
13. Tree house
14. Drinking fountain
15. Pet cage
16. Aquarium
17. Others (please specify)
D.4.c Health Facilities and Provisions for Safety
Please assess the adequacy of health facilities and provisions for safety by
referring to the scale.
Facility 3
2 1
1. Comfort room
2. Faucet
3. Force pump
4. Lavatory
5. Bathroom
6. Trashcan
7. First aid kit
8. Rest area
9. Bed
10. Mat
11. Fluorescent lamp
12. Electric bulb
13. Window
14. Electric fan
15. Others (please specify)
D.4.d Library Furniture and Materials
Please assess the adequacy of library furniture and materials by referring to
the scale.
Facility 3
2 1
1. Reading table
2. Armless chair
3. Card catalog
4. Filing cabinet
5. Bookshelf
6. Magazine and newspaper display rack
7. Librarian’s desk and table
8. Typewriter/Computer with printer
127
9. Dictionary stand
10. Shelf list card cabinet
11. Reference book
12. Professional book for teachers and staff
13. leisure and fiction book
14. Magazine and newspaper
15. Others (please specify)
D.4.e Office Equipment and Supplies
Please assess the adequacy of office equipment and supplies by referring to
the scale.
Facility 3
2 1
1. Business form
2. Check writer
3. Intercom model
4. Typewriter/Computer with printer
5. Filing cabinet
6. Dictating machine
7. Indexing equipment
8. Telephone
9. Table and chair
10. Calculator/Auditing machine
11. Others (please specify)
D.5 Activity Center Provisions
By referring to the scale, please assess the adequacy of provisions found in
the following classroom’s activity centers/corners:
D.5.a Personal Care and Grooming
Provision 3
2 1
1. Mirror
2. Dresser
3. Towel
4. Soap
5. Toothbrush
6. Toiletry
7. Others (please specify)
128
D.5.b House and Garden Care
Provision 3
2 1
1. Shovel
2. Spade
3. Pail
4. Sprinkler
5. Basin
6. Mop
7. Sand table
8. Ironing board
9. Wooden iron
10. Broom
11. Plate
12. Spoon
13. Fork
14. Knife
15. Pitcher
16. Glass
17. Cup
18. Toy stove/oven
19. Nail
20. Hammer
21. Saw
22. Scissor
23. Others (please specify)
D.5.c Communication Skills/Language Arts
Provision 3
2 1
1. Letter of the alphabet
2. Story book
3. Reading chart
4. Comic/Magazine
5. Others (please specify)
D.5.d Motor and Creative Development
Provision 3
2 1
1. Color chart
2. Coloring book
3. Rough /course surface
4. Fine/smooth surface
5. Paint/Crayon
129
6. Paint brush
7. Art paper
8. Paste
9. Others (please specify)
D.5.e Music
Provision 3
2 1
1. Castanet
2. Tambourine
3. Piano
4. Organ
5. Guitar
6. Phonograph/Karaoke
7. Radio
8. Cassette tape recorder
9. Bamboo maracas
10. Coconut maracas
11. Xylophone
12. Others (please specify)
D.5.f Sensory-perceptual and Numeracy Skills
Provision 3
2 1
1. Counter
2. Bead
3. Shape/Geometric figure
4. Number card
5. Nature table
6. Weighing scale
7. Set of weights
8. Others (please specify)
130
APPENDIX C
DECS Order No. 107, S. 1989
Republika ng Pilipinas
(Republic of the Philippines)
KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS
(DEPARTMENT OF EDUCATION, CULTURE AND SPORTS)
November 10, 1989
DECS ORDER
No. 107, S. 1989
STANDARDS FOR THE ORGANIZATION AND OPERATION
OF PRESCHOOLS (KINDERGARTEN LEVEL)
TO: Bureau Directors
Regional Directors
Chiefs of Services and Heads of Units
Schools Division Superintendents
Presidents, State Colleges and Universities
Heads of Private Schools, Colleges and Universities
1. Enclosed are the Standards for the Organization and Operation of
Preschools (Kindergarten Level). Enclosure No. 1 discusses the
philosophy, goals and objectives as well as the legal bases for the
operation of preschools. The Standards come in three parts: Part I – The
Curriculum, Part II – Staff Requirements and Part III – Physical
Environment. Enclosure No. 2 discusses the General Competencies of
Five and Six Year Old Children.
2. While preschool is not yet a part of the educational ladder, the need for
early childhood development has long been felt. The present standards
for preschool education consider the child, the teacher and the school
with the support of the family in maximizing the child’s potentials and his
capacity for learning. The stimulating and meaningful experiences
provided for in the different learning areas will help the child in all aspects
that will make him a socially sensitive, independent, spiritual and rational
131
individual. The teacher is therefore expected to come up with class
program suited to the needs of the children in that particular school.
3. This Order supercedes MECS Order No. 8, S. 1989 “Standards for the
Operation and Organization of Kindergarten Schools.” However, MECS
Order No. 24, S. 1978 “Standards for the Operation of Nursery Classes”
remains enforced.
Immediate dissemination of this Order is desired.
(SGD.)
LOURDES R. QUISUMBING
Secretary
Incls.: As stated
References: MEC Order: (No. 24, S. 1978)
MEC Order: (No. 8, S. 1986)
Allotment: 1-2-3-4-(M.O. 1-87)
To be indicated in the Perpetual Index
under the following subjects:
AMENDMENT
PRESCHOOL EDUCATION RULES AND REGULATION
CURRICULUM
PUPILS
132
(Enclosure No. 1 to DECS Order No. 107, S. 1989)
STANDARDS FOR THE ORGANIZATION AND OPERATION
OF PRESCHOOLS (KINDERGARTEN LEVEL)
Philosophy and Goals
Preschool education is based on the knowledge that each child is a
unique individual with his own biological make-up, interests, capabilities and
ways of viewing the world. He has tremendous capacities for learning. He is
active and understands the world differently from that of an adult. His
language has developed with the acquisition of a wide vocabulary, making
him capable of communicating his ideas and feelings. Motor coordination is
more refined. His value system has become more defined. The preschool
child is always in the process of becoming and therefore, if properly
developed, can become a critical thinker and a socially sensitive, self-
directed, creative, responsible, and caring individual.
With this knowledge about children, preschool should provide a safe
environment where children can explore a variety of actual materials,
equipment and learning experiences suited to their level, for them to
effectively learn. Preschool should recognize individual differences, thus,
respect for the child’s views. The process of learning and the relevance of
learning experiences should be given importance. Realizing that the home,
the school, and the community are important in the child’s education, the
school should coordinate with these institutions so that there is consistency
in their effort of developing the child to the fullest.
The teacher in the preschool should be knowledgeable about children
and how they learn. She should be equipped with necessary knowledge and
attitudes to effectively develop children in all aspects – physical, personal-
social, cognitive and affective.
Preschool education, which includes kindergarten (5-6 years old) must
aim to develop children in all aspects (physical, social, emotional and
cognitive) that they will be better prepared to adjust and cope with life
situations and the demands of formal schooling. By so doing, learning gaps
and dropouts may be avoided or reduced to the minimum.
133
Objectives
1. To develop the child in all aspects (physical, social, moral, spiritual,
emotional and cognitive) so that he may be better prepared to
adjust and cope with life situations within the context of his
experience.
2. To maximize the child’s potential through a variety of carefully
selected and meaningful experiences considering his interests and
capabilities.
3. To develop the child in all aspects so that he becomes a self-
propelling, thinking and contributing individual, able to make
decisions which will prepare him for the more complex demands of
future life.
Legal Bases
Universal Declaration of the Rights of the Child
The child shall enjoy special protection and shall be given
opportunities and facilities, by law and by other means, to enable him to
develop physically, mentally, spiritually, morally and socially in a healthy and
normal manner and in a condition of freedom and dignity. In the enactment of
laws for this purpose, the best interest of the child shall be the paramount
consideration.
The Constitution of the Philippines
The Philippine Constitution (1987) Article XIV, Section 1 provides that
“The State will protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make education
accessible to all.”
Batas Pambansa Blg. 232 (The Education Act of 1982)
Elementary education refers to the first stage of compulsory, formal
education primarily concerned with providing basic education and usually
corresponding to six or seven grades, including preschool programs.
Child and Youth Welfare Code (Presidential Decree 603)
The child is one of the most important assets of the nation. Every
effort shall be exerted to promote his welfare and enhance his opportunities
for a useful and happy life.
134
PART I - THE CURRICULUM
The curriculum focuses on the following areas of development:
Physical Development. This includes gross and fine motor
coordination through play and manipulative activities like games, simple work
and those that develop physical fitness.
Personal-Social Development. This involves skills and behaviors
pertaining to independence and social behavior. It includes development of
health habits and independence in dressing, eating, sleeping and toileting,
relating with teachers, peers and other people through group play/or
interaction. It also deals with the development of the ability to follow rules and
routines.
Learning about the family and other people like the community helpers
is part of the concerns in the area.
Affective Development. This includes experiences that help children
develop love for God, self, others and community.
This also helps the children develop awareness of their feelings and
sense of right and wrong.
Cognitive Development. This includes development in the areas of
communication skills and sensory-perceptual and numeracy concepts and
skills.
Communication skills refer to competencies in expressing one’s ideas
and feelings in both English and Filipino. It includes facility for oral
expression and basic readiness skills of listening, pre-reading and writing.
Sensory-perceptual and numeracy skills includes development of
concepts through the ability to observe, discriminate and see details,
similarities and differences, and to understand, count, read and write
numbers. Development of numeracy involves the development of skills in
describing, pairing, comparing, classifying and ordering (sequencing).
Money value and telling time may be introduced.
Creative-Aesthetic Development. Development in this area includes
exploration of sounds, music and rhythm such as listening to music, creating
songs, singing and creative movements: art activities like exploring the use
of art media such as crayons and paints and drawing fall under this area.
Communication skills activities such as creation of poems, stories and
dramatization are also included here.
135
Learning Areas: A Brief Description
Communication Skills (English and Filipino). These areas provide
carefully selected activities that develop beginning competencies in listening,
speaking, reading and writing.
Listening activities include auditory discrimination and comprehension
such as identifying sounds of animals and things, distinguishing similar from
dissimilar sounds, identifying words that rhyme and noting details in short
selections listened to.
The speaking activities center on the use of simple expressions and
grammatical structures that are necessary for the child to be able to talk
about himself, his family, his personal belongings, things and places and
people in school and his community in 2-3 short sentences. The child is also
expected to recite simple rhymes, jingles and riddles.
Reading includes exercises that develop reading readiness,
recognition of the letters of the alphabet and three-letter words having the
consonant-vowel-consonant pattern through pictures and answering simple
comprehension questions.
Activities for writing include exercises, writing one’s name in block
form.
Numeracy Skills. This learning area provides for the development of
skills like classifying and seriating objects according to size, color and shape.
It also includes activities to develop number concepts from 0 to 20 and
understanding simple addition and subtraction such as:
- adding one-digit numbers with sums not more than 10 using
concrete objects
- subtracting one-digit numbers with minuends not more than using
concrete objects
Sensory-Perceptual Skills. This area provides for the development
of the child’s competency in perceiving characteristics of concrete objects
and events in his immediate environment through the use of the senses
(seeing, hearing, smelling, tasting and feeling). In this curriculum, the
perceptual competencies to be emphasized are the basic skills in observing,
describing (simple), comparing and classifying (one-step). The lessons
designed to develop these skills use simple science and health concepts as
content.
Socio-Emotional Development. This learning area provides activities
that will contribute to the development of the wholesome personality of the
preschool child. He will be exposed to actual situations and vicarious
136
experiences that will help him develop a sense of responsibility and
awareness of right and wrong, concern for others and desirable behavior
toward the Supreme Being, self, others and the community.
It also involves skills and behavior towards the development of health
habits and independence in dressing, eating, sleeping and toileting as well as
experiences that deal with the ability to follow simple rules and routine.
Motor and Creative Development. As a learning area, Motor and
Creative Development includes Art, Music and Physical Education. Rather
than being taught separately, the activities for these subjects are integrated
to help strengthen, enliven, enrich and support other learning areas. The
schedule for Music, Art and movement expression in the classroom need not
be reserved only for scheduled times. Creative and meaningful use of these
activities can be taken up any time of the day.
Art Education is concerned mostly in developing the creative
expression of the child through drawing, painting and manipulative activities.
Alongside with creative expression, aesthetic sense, visual and tactile
perceptions are also developed.
In Music, children’s songs, rhymes and other musical activities are
used to help children enjoy various forms of music and develop their listening
skills. The activities provide opportunities for musical expression of feelings
and learning as well as for appreciation and creativity.
Lessons in Physical Education include movement exploration and
creativity. Games, action, songs, story plays, mimetics and rhythmic activities
are means for children to use their bodies as a medium for learning.
Program of Activities
In order to attain and ensure the holistic development of a
preschooler, a well-planned curriculum and a relative program of activities
such as day-to-day scheduling is necessary, although this will vary according
to each preschool’s approach. What is important is that the expected
competencies based on children’s abilities at this level (see Enclosure No. 2)
are carefully spelled out and that the program is composed of a balance
between active and quiet activities in consideration of the child’s short
attention span at this level and various needs of the body such as rest,
Indoor and outdoor play in the preschool are essential whatever approach
the preschool follows.
Although the medium of instruction for preschool education may be in
English or Filipino or both, the language the child brings to school should be
137
valued. Concepts may be easily learned in the language one understands
and adjustment to school may be facilitated. It may be necessary that such
language be used initially, until such time that the children have attained the
facility and confidence in expressing themselves in English and Filipino.
138
Appendix D
Frequency of Private and Church-based Preschool Administrators’
Responses According to their Socio-demographic Characteristics
PRIVATE CHURCH-
TOTAL
PROFILE
BASED
F P F P F P
Age
24 – 31 years old
2
20.0
4
50.0
6
33.3
32 – 39 years old
5
50.0
2
25.0
7
38.9
40 – 47 years old
2
20.0
0
0
2
11.1
48 – 55 years old
1
10.0
0
0
1
5.6
56 – 63 years old
0
0
2
25.0
2
11.1
Total 10
100.0
8
100.0
18
100.1
Sex
Male
2
20.0
1
12.5
3
16.7
Female
8
80.0
7
87.5
15
83.7
Total 10
100.0
8
100.0
18
100.0
Civil status
Single
4
40.0
3
37.5
7
38.9
Married
6
60.0
5
62.5
11
61.1
Total 10
100.0
8
100.0
18
100.0
Highest Educational Attainment
Bachelor’s degree
4
40.0
6
75.0
10
55.6
Master’s degree
4
40.0
2
25.0
6
33.3
Doctorate degree
2
20.0
0
0
2
11.1
Total 10
100.0
8
100.0
18
100.0
Specialization
Early childhood education
1
10.0
0
0
1
5.6
Elementary education
3
30.0
3
37.5
6
33.3
Educational management
4
40.0
1
12.5
5
27.8
Mathematics
0
0
2
25.0
2
11.1
English
1
10.0
1
12.5
2
11.1
Music
0
0
1
12.5
1
5.6
Family life/child development
1
10.0
0
0
1
5.6
Total 10
100.0
8
100.0
18
100.0
Administrative Experience
1 – 4 years
1
10.0
5
62.5
6
33.3
5 – 8 years
5
50.0
2
25.0
7
38.9
9 – 12 years
1
10.0
0
0
1
5.6
13 – 16 years
2
20.0
0
0
2
11.1
17 – 20 years
1
10.0
1
12.5
2
11.1
Total 10
100.0
8
100.0
18
100.0
139
PRIVATE CHURCH-
TOTAL
PROFILE
BASED
F P F P F P
Trainings Attended
School level
Never
0
0
3
37.5
3
16.7
Sometimes
1
10.0
3
37.5
4
22.2
Always
9
90.0
2
25.0
11
61.1
Total 10
100.0
8
100.0
18
100.0
District level
Never
1
10.0
4
50.0
5
27.8
Sometimes
8
80.0
3
37.5
11
61.1
Always
1
10.0
1
12.5
2
11.1
Total 10
100.0
8
100.0
18
100.0
Division level
Never
3
30.0
1
12.5
4
22.2
Sometimes
6
60.0
4
50.0
10
55.6
Always
1
10.0
3
37.5
4
22.2
Total 10
100.0
8
100
18
100.0
Regional level
Never
2
20.0
2
25.0
4
22.2
Sometimes
4
40.0
3
37.5
7
38.9
Always
4
40.0
3
37.5
7
38.9
Total 10
100.0
8
100.0
18
100.0
National level
Never
1
10.0
4
50.0
5
27.8
Sometimes
7
70.0
2
25.0
9
50.0
Always
2
20.0
2
25.0
4
22.2
Total 10
100.0
8
100.0
18
100.0
International level
Never
7
70.0
6
75.0
9
72.2
Sometimes
1
10.0
2
25.0
3
16.7
Always
2
20.0
0
0
2
11.1
Total 10
100.0
8
100.0
18
100.0
Monthly Salary
Inadequate
0
0
1
12.5
1
5.6
Moderately adequate
4
40.0
5
62.5
9
50.0
Adequate
6
60.0
2
25.0
8
44.4
Total 10
100.0
8
100.0
18
100.0
Legend: F – Frequency
P – Percentage
140
Appendix E
Frequency of Private and Church-based Preschool Teachers’ Responses
According to their Socio-demographic Characteristics
PRIVATE CHURCH-
TOTAL
PROFILE
BASED
F P F P F P
Age
20 – 25 years old
14
70.0
7
41.2
21
56.8
26 – 31 years old
3
15.0
5
29.4
8
21.6
32 – 37 years old
2
10.0
2
11.8
4
10.8
38 – 43 years old
0
0
3
17.6
3
8.1
44 – 49 years old
1
5.0
0
0
1
2.7
Total 20
100.0
17
100.0
37
100.0
Sex
Male
1
5.0
0
0
1
2.7
Female
19
95.0
17
100.0
36
97.3
Total 20
100.0
17
100.0
37
100.0
Civil Status
Single
15
75.0
10
58.8
25
67.6
Married
5
25.0
7
41.2
12
32.4
Total 20
100.0
17
100.0
37
100.0
Highest Educational Attainment
Bachelor’s degree
20
100.0
17
100.0
37
100.0
Total 20
100.0
17
100.0
37
100.0
Specialization
Early childhood education
4
20.0
6
35.3
10
27.0
Elementary education
10
50.0
6
35.3
16
43.2
Religious education
0
0
1
5.9
1
2.7
Educational communication
0
0
1
5.9
1
2.7
Mathematics
2
10.0
0
0
2
5.4
Social studies
1
5.0
0
0
1
2.7
English
0
0
1
5.9
1
2.7
Commerce
1
5.0
1
5.9
2
5.4
Music
1
5.0
0
0
1
2.7
Biology
1
5.0
1
5.9
2
5.4
Total 20
100.0
17
100.0
37
100.0
Teaching Experience
1 – 4 years
15
75.0
12
70.6
27
73.0
5 – 8 years
3
15.0
2
11.8
5
13.5
9 – 12 years
1
5.0
1
5.9
2
5.4
13 – 16 years
1
5.0
2
11.8
3
8.1
Total 20
100.0
17
100.0
37
100.0
141
PRIVATE CHURCH-
TOTAL
PROFILE
BASED
F P F P F P
Trainings Attended
School level
Never
0
0
4
23.5
4
10.8
Sometimes
4
20.0
4
23.5
8
21.6
Always
16
80.0
9
52.9
25
67.6
Total 20
100.0
17
100.0
37
100.0
District level
Never
5
25.0
7
41.2
12
32.4
Sometimes
14
70.0
7
41.2
21
56.8
Always
1
5.0
3
17.6
4
10.8
Total 20
100.0
17
100.0
37
100.0
Division level
Never
6
30.0
10
58.8
16
32.4
Sometimes
13
65.0
4
23.5
17
56.8
Always
1
5.0
3
17.6
4
10.8
Total 20
100.0
17
100.0
37
100.0
Regional level
Never
4
20.0
13
76.5
17
45.9
Sometimes
15
75.0
1
5.9
16
43.2
Always
1
5.0
3
17.6
4
10.8
Total 20
100.0
17
100.0
37
100.0
National level
Never
6
30.0
15
88.2
21
56.8
Sometimes
14
70.0
1
5.9
15
40.5
Always
0
0
1
5.9
1
2.7
Total 20
100.0
17
100.0
37
100.0
International level
Never
19
95.0
17
100.0
36
97.3
Sometimes
1
5.0
0
0
1
2.7
Total 20
100.0
17
100.0
37
100.0
Monthly Salary
Inadequate
2
10.0
1
5.9
3
8.1
Moderately adequate
14
70.0
9
52.9
23
62.2
Adequate
4
20.0
7
41.2
11
29.7
Total 20
100.0
17
100.0
37
100.0
Legend: F – Frequency
P – Percentage
142
Appendix F
Mean Ratings of Philosophies of the Kindergarten Education
Program in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
PHILOSOPHY
BASED
M D M D WM D
Pragmatism. The school stresses
learning activities that are useful and
life-like from which the child learns
by actual performance of the activity.
2.10
ME
2.84 VME 2.43 VME
Gestaltism. The school places im-
portance in unifying the child’s
behavior and regarding him/her as a
whole being who needs learning
experiences designed to contribute
to his/her all around development.
2.10
ME
2.80 VME 2.41 VME
Realism. The school emphasizes
the value of providing the right head
start for the child’s formal school
attendance and assistance to
him/her in the search for truth.
2.13
ME
2.76 VME 2.41 VME
Humanism. The school places me-
rit in accepting the child for what
he/she is.
2.13
ME
2.68 VME 2.38 VME
Over-all
Mean
2.11 ME 2.77 VME 2.41 VME
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much emphasized (VME)
1.67 – 2.33 Much emphasized (ME)
1.00 – 1.66 Not much emphasized (NME)
143
Appendix G
Mean Ratings of Objectives of the Kindergarten Education
Program in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
OBJECTIVES
BASED
M D M D WM D
Cognitive
Domain
2.70 VMA 2.72 VMA 2.71 VMA
Follows
simple
directions
2.86 VMA 2.80 VMA 2.83 VMA
Identifies parts of his/her body
2.83 VMA 2.88 VMA 2.85 VMA
Distinguishes
shapes/forms
2.90 VMA 2.80 VMA 2.85 VMA
Names and distinguishes colors
2.80 VMA 2.84 VMA 2.81 VMA
Speaks clearly in the language
he/she brings to school
2.36 VMA 2.44 VMA 2.40 VMA
Gains more vocabulary
2.33
MA
2.64 VMA 2.47 VMA
Sees objects in relation to the
position of other objects (in-out,
above-under, front-back)
2.63 VMA 2.56 VMA 2.60 VMA
Identifies right and left of self
2.70 VMA 2.80 VMA 2.74 VMA
Discriminates objects according to
size, length, color and shape
2.80 VMA 2.64 VMA 2.72 VMA
Recognizes numerals at least 1 up to
10
2.83 VMA 2.80 VMA 2.81 VMA
Affective
Domain
2.73 VMA 2.59 VMA 2.67 VMA
Cares for his own personal needs
such as dressing, eating,
toileting and grooming
2.63 VMA 2.60 VMA 2.61 VMA
Attends to task for increasingly
longer period of time
2.70 VMA 2.44 VMA 2.58 VMA
Assumes independent responsibility
for completing tasks
2.70 VMA 2.56 VMA 2.63 VMA
Shares and takes turn
2.80 VMA 2.68 VMA
2.74 VMA
Engages in discussions and
activities that include adults and
other children in the classroom
2.70 VMA 2.52 VMA 2.61 VMA
Verbalizes feelings related to events
in the classroom and home
environment
2.73 VMA 2.72 VMA 2.72 VMA
Helps in simple tasks such as clean-
up and serving snacks
2.83 VMA 2.60 VMA 2.72 VMA
Identifies and protects possessions 2.73 VMA 2.56 VMA 2.65 VMA
144
PRIVATE CHURCH-
TOTAL
OBJECTIVES
BASED
M D M D WM D
Demonstrates self-control: anger,
fear, sadness and happiness
2.60 VMA 2.48 VMA 2.54 VMA
Gets along well with others
2.83 VMA 2.68 VMA 2.76 VMA
Distinguishes right from wrong/good
from bad
2.83 VMA 2.72 VMA 2.78 VMA
Psychomotor
Domain
2.86 VMA 2.73 VMA 2.80 VMA
Exhibits well-coordinated movements
such as walking, kicking, jumping
and running
2.90 VMA 2.72 VMA 2.81 VMA
Exhibits pre-writing skills such as
holding a pencil or crayon, scribbling
and coloring
2.86 VMA 2.80 VMA 2.83 VMA
Exhibits writing skills such as printing
number (with/without model), prints
upper case letters (with/without
model), prints lower case letters
(with/without model), draws simple
shape/pattern, copies part picture
(with/without model), completes
name (with/without model)
2.83 VMA 2.73 VMA 2.76 VMA
Over-all
Mean
2.76 VMA 2.68 VMA 2.73 VMA
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much attained (VMA)
1.67 – 2.33 Much attained (MA)
1.00 – 1.66 Not much attained (NMA)
145
Appendix H
Mean Ratings of Curricular Learning Areas and Teaching
Techniques of the Kindergarten Education Program
in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
ASPECT
BASED
M D M D WM D
Learning
Areas
2.60 VMI 2.34 VMI 2.49 VMI
Communication Arts in English
2.86
VMI
2.84
VMI
2.85
VMI
Communication Arts in Filipino
2.76
VMI
2.00
MI
2.41
VMI
Social Living
2.73
VMI
2.64
VMI
2.69
VMI
Art
2.96
VMI
2.56
VMI
2.78
VMI
Music
2.96
VMI
2.48
VMI
2.74
VMI
Science
2.83
VMI
2.68
VMI
2.76
VMI
Math/Numeracy
2.46
VMI
2.44
VMI
2.45
VMI
Techniques of Teaching
2.68
VMI
2.21
MI
2.46
VMI
Storytelling
2.90
VMI
2.72
VMI
2.81
VMI
Dialogue
2.70
VMI
2.32
MI
2.52
VMI
Role playing
2.66
VMI
2.20
MI
2.45
VMI
Guessing game
2.83
VMI
2.36
VMI
2.61
VMI
Use of radio/tape recorder
2.66
VMI
2.08
MI
2.40
VMI
Filmstrips
2.26
MI
1.72
MI
2.01
MI
Fieldtrips
2.60
VMI
1.72
MI
2.20
MI
Observing and describing
2.83
VMI
2.56
VMI
2.70
VMI
Over-all
Mean
2.64 VMI 2.27 MI 2.47 VMI
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much implemented (VMI)
1.67 – 2.33 Much implemented (MI)
1.00 – 1.66 Not much implemented (NMI)
146
Appendix I
Frequency of Private and Church-based Preschool Administrators’
and Teachers’ Responses on Site Area, Building
and Classroom Size of their Preschools
PRIVATE CHURCH-
TOTAL
ASPECT
BASED
F P F P F P
Area of the School Site
500 sq m or less
13
43.3
10
40.0
23
41.8
501 – 1000 sq m
5
16.7
4
16.0
9
16.4
1000 sq m or more
12
40.0
11
44.0
23
41.8
Total 30
100.0
25
100.0
55
100.0
Style/Construction of the
Building
Single storey
10
33.3
2
8.0
12
21.8
Double storey
6
20.0
13
52.0
19
34.5
Triple storey
14
46.7
10
40.0
24
43.6
Total 30
100.0
25
100.0
55
100.0
Size of the Classroom
10 – 19 sq ft per child
11
36.7
7
28.0
18
32.7
20 – 29 sq ft per child
19
63.3
10
40.0
29
52.7
30 – 35 sq ft per child
0
0
8
32.0
8
14.5
Total 30
100.0
25
100.0
55
100.0
Legend: F – Frequency
P – Percentage
147
Appendix J
Mean Ratings of Facilities of the Kindergarten Education
Program in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
FACILITY
BASED
M D M D WM D
Classroom
Equipment
and
Fixtures 2.76 VMA 2.41 VMA 2.60 VMA
Locker
2.20
MA
1.76
MA
2.00
MA
Shelf
2.96 VMA 2.44 VMA 2.72 VMA
Chair
3.00 VMA 2.80 VMA 2.90 VMA
Table
3.00 VMA 2.80 VMA 2.90 VMA
Blackboard
3.00 VMA 2.76 VMA 2.89 VMA
Easel board
2.20
MA
1.92
MA
2.07
MA
Cabinet
2.83 VMA 2.44 VMA 2.65 VMA
Bulletin board
2.93 VMA 2.40 VMA 2.69 VMA
Playground and Garden Equipment
2.07
MA
1.60
NMA
1.86
MA
Swing
2.16
MA
2.12
MA
2.14
MA
Seesaw
2.23
MA
2.08
MA
2.16
MA
Merry-go-round
2.00
MA
1.48 NMA 1.76
MA
Slide
2.63 VMA 2.08
MA
2.38 VMA
Wading pool
1.66
MA
1.44 NMA 1.56 NMA
Sandbox
2.13
MA
1.60 NMA 1.89
MA
Tunnel
2.13
MA
1.52 NMA 1.85
MA
Wheeled vehicle
1.86
MA
1.48 NMA 1.69
MA
Wooden train
1.86
MA
1.44 NMA 1.67
MA
Rocking boat
1.86
MA
1.44 NMA 1.67
MA
Balance beam
2.56 VMA 1.68
MA
2.16
MA
Tire
2.00
MA
1.44 NMA 1.74
MA
Tree house
1.90
MA
1.44 NMA 1.69
MA
Drinking fountain
2.00
MA
1.68
MA
1.85
MA
Pet cage
1.90
MA
1.44 NMA 1.69
MA
Aquarium
2.20
MA
1.48 NMA 1.87
MA
Health Facilities and Provisions for
Safety
2.74
VMA
2.30
MA
2.54
VMA
Comfort room
2.96 VMA 2.76 VMA 2.87 VMA
Faucet
2.73 VMA 2.84 VMA 2.78 VMA
Force pump
2.30
MA
1.68
MA
2.01
MA
Lavatory
2.56 VMA 2.32 VMA 2.45 VMA
Bathroom
2.86 VMA 2.28
MA
2.60 VMA
Trashcan
2.90 VMA 2.68 VMA 2.80 VMA
148
First aid kit
2.80 VMA 2.08
MA
2.47 VMA
Rest area
2.76 VMA 2.00
MA
2.41 VMA
Bed
2.46 VMA 1.88
MA
2.20
MA
Mat
3.00 VMA 2.20
MA
2.63 VMA
Fluorescent lamp
2.96 VMA 2.76 VMA 2.87 VMA
Electric bulb
2.76 VMA 2.44 VMA 2.61 VMA
Window
2.96 VMA 2.60 VMA 2.80 VMA
Electric fan
2.40 VMA 1.68
MA
2.07
MA
Library Furniture and Materials
2.63
VMA
2.06
MA
2.37
VMA
Reading table
2.46 VMA 1.72
MA
2.12
MA
Armless chair
2.33
MA
2.00
MA
2.18
MA
Card catalog
2.63 VMA 1.96
MA
2.37 VMA
Filing cabinet
2.30
MA
1.68
MA
2.01
MA
Bookshelf
2.83 VMA 2.32
MA
2.60 VMA
Magazine and newspaper display
rack
2.86 VMA 2.44 VMA 2.67 VMA
Librarian’s desk and table
2.83 VMA 2.44 VMA 2.65 VMA
Typewriter/Computer with
printer 3.00 VMA 2.56 VMA 2.80 VMA
Dictionary stand
1.90
MA
1.48 NMA 1.70
MA
Shelf list card cabinet
2.43 VMA 1.84
MA
2.16
MA
Reference book
2.73 VMA 1.88
MA
2.34 VMA
Professional book for teachers
and staff
2.63 VMA 1.92
MA
2.30
MA
Leisure and fiction book
3.00 VMA 2.20
MA
2.63 VMA
Magazine and newspaper
2.90 VMA 2.44 VMA 2.69 VMA
Office Equipment and Supplies
2.72
VMA
2.18
MA
2.47
VMA
Business form
3.00 VMA 2.56 VMA 2.80 VMA
Check writer
2.33
MA
2.00
MA
2.18
MA
Intercom model
2.83 VMA 2.32
MA
2.60 VMA
Typewriter/Computer with printer
2.43 VMA 1.84
MA
2.16
MA
Filing cabinet
2.63 VMA 1.96
MA
2.32
MA
Dictating machine
2.86 VMA 2.44 VMA 2.67 VMA
Indexing equipment
2.90 VMA 2.44 VMA 2.69 VMA
Telephone
2.73 VMA 1.88
MA
2.34 VMA
Table and chair
2.86 VMA 2.44 VMA 2.67 VMA
Calculator/Auditing machine
2.63 VMA 1.92
MA
2.30 VMA
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much adequate (VMA)
1.67 – 2.33 Much adequate (MA)
1.00 – 1.66 Not much adequate (NMA)
149
Appendix K
Mean Ratings of Activity Center Provisions of the Kindergarten
Education Program in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
ACTIVITY CENTER PROVISION
BASED
M D M D WM D
Personal Care and Grooming
2.66 VMA 2.12 MA 2.42 VMA
Mirror
2.60 VMA 2.20
MA
2.41 VMA
Dresser
2.03
MA
1.56 NMA 1.81
MA
Towel
2.90 VMA 2.44 VMA 2.69 VMA
Soap
2.93 VMA 2.36 VMA 2.67 VMA
Toothbrush
2.63 VMA 1.72
MA
2.21
MA
Toiletry
2.90 VMA 2.48 VMA 2.70 VMA
House and Garden Care
2.61 VMA 2.12 MA 2.39 VMA
Shovel
2.23
MA
1.60 NMA 1.94
MA
Spade
2.30
MA
1.64 NMA 2.00
MA
Pail
2.73 VMA 2.16
MA
2.47 VMA
Sprinkler
2.33
MA
1.68
MA
2.03
MA
Basin
2.66 VMA 2.52 VMA 2.60 VMA
Mop
2.73 VMA 2.28
MA
2.52 VMA
Sand table
2.26
MA
1.60 NMA 1.96
MA
Ironing board
1.93
MA
1.56 NMA 1.76
MA
Wooden iron
2.10
MA
1.56 NMA 1.85
MA
Broom
2.83 VMA 2.72 VMA 2.78 VMA
Plate
2.93 VMA 2.52 VMA 2.74 VMA
Spoon
2.93 VMA 2.52 VMA 2.74 VMA
Fork
2.93 VMA 2.52 VMA 2.74 VMA
Knife
2.86 VMA 2.40 VMA 2.65 VMA
Pitcher
2.86 VMA 2.44 VMA 2.67 VMA
Glass
2.93 VMA 2.36 VMA 2.67 VMA
Cup
2.90 VMA 2.44 VMA 2.69 VMA
Toy stove/oven
2.43 VMA 1.84
MA
2.16
MA
Nail
2.33
MA
2.00
MA
2.18
MA
Hammer
2.73 VMA 1.88
MA
2.34 VMA
Saw
2.66 VMA 1.80
MA
2.27
MA
Scissor
2.86 VMA 2.80 VMA 2.83 VMA
Communication Skills/Language Arts
2.80 VMA 2.46 VMA 2.65 VMA
Letter of the alphabet
2.96 VMA 2.96 VMA 2.96 VMA
150
Story book
2.96 VMA 2.68 VMA 2.83 VMA
Reading chart
2.96 VMA 2.64 VMA 2.81 VMA
Comic/Magazine
2.53 VMA 2.16
MA
2.36 VMA
Motor and Creative Development
2.86 VMA 2.33 MA 2.62 VMA
Color chart
2.90 VMA 2.08
MA
2.52 VMA
Coloring book
2.83 VMA 2.32
MA
2.60 VMA
Rough /course surface
2.60 VMA 2.08
MA
2.36 VMA
Fine/smooth surface
2.63 VMA 1.96
MA
2.32
MA
Paint/Crayon
2.90 VMA 2.00
MA
2.49 VMA
Paint brush
2.93 VMA 2.28
MA
2.63 VMA
Art paper
3.00 VMA 2.56 VMA 2.80 VMA
Paste
3.00 VMA 2.84 VMA 2.92 VMA
Music
2.23 MA 1.75 MA 2.01 MA
Castanet
1.93
MA
1.40 NMA 1.69
MA
Tambourine
2.23
MA
1.80
MA
2.03
MA
Piano
2.13
MA
1.76
MA
1.96
MA
Organ
2.53 VMA 1.80
MA
2.20
MA
Guitar
2.36 VMA 1.92
MA
2.16
MA
Phonograph/Karaoke
2.00
MA
1.64 NMA 1.83
MA
Radio
2.73 VMA 2.20
MA
2.49 VMA
Cassette tape recorder
2.66 VMA 2.36 VMA 2.52 VMA
Bamboo maracas
1.90
MA
1.48 NMA 1.70
MA
Coconut maracas
1.93
MA
1.40 NMA 1.69
MA
Xylophone
2.10
MA
1.52 NMA 1.83
MA
Sensory-perceptual and Numeracy
Skills
2.70
VMA
2.02
MA
2.39
VMA
Counter
2.83 VMA 2.04
MA
2.47 VMA
Bead
2.63 VMA 1.92
MA
2.30
MA
Shape/Geometric figure
2.96 VMA 2.44 VMA 2.72 VMA
Number card
2.93 VMA 2.52 VMA 2.74 VMA
Nature table
2.73 VMA 1.80
MA
2.30
MA
Weighing scale
2.46 VMA 1.72
MA
2.12
MA
Set of weights
2.36 VMA 1.76
MA
2.09
MA
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much adequate (VMA)
1.67 – 2.33 Much adequate (MA)
1.00 – 1.66 Not much adequate (NMA)
151
BIOGRAPHICAL SKETCH
In a little village of Alipangpang, Pozorrubio, Pangasinan, Milagros
Corpuz Prado was born on January 26, 1953 to a couple Juan and Regina
Corpuz.
She completed her elementary education at Pozorrubio Central Pilot
School in 1966 and her secondary education at Pozorrubio High School in
1970.
To fulfill her call to Christian ministry, the researcher attended the
Nazarene Bible College at La Trinidad, Benguet. In 1975, she graduated cum
laude with the degree of Bachelor of Religious Education. After graduation,
she was appointed to serve as the college secretary in her Alma Mater.
While serving in such capacity, she felt the need to further her studies. So,
she enrolled in the teacher education program at the University of Baguio,
where she was conferred with the degree of Bachelor of Elementary
Education in 1993. It was also the second time when she graduated cum
laude.
With the strong encouragement of her husband and constant prodding
by her friends, she found herself studying again. In 1998, she decided to take
up courses leading to Master of Arts in Education. However, her educational
pursuit did not end here. Concurrent with her graduate studies, she attended
152
classes at the Luzon Nazarene Bible College until she finished the Bachelor
of Arts in Theology degree in 2001.
This year 2006 marks the researcher’s 31st year of faithful service
through the educational ministry of the Luzon Nazarene Bible College. She is
so privileged to serve the College in various capacities such as secretary,
treasurer, bookkeeper, dormitory supervisor and part-time instructor.
At the same time, she and her husband are serving the Lord as
pastors of the Church of the Nazarene in Aringay, La Union.
MILAGROS C. PRADO, October 2006. Kindergarten Education in the
Municipality of La Trinidad: An Assessment. Benguet State University, La
Trinidad, Benguet.
Adviser: Carlos P. Lumaang, Ed. D.
ABSTRACT
The study dealt on the assessment of the kindergarten education program
in private and church-based preschools in the Municipality of La Trinidad for the
school year 2005-2006. It probed into the profile of administrators and teachers,
philosophy, objectives, curriculum and physical environment of the program as
set forth in the Department of Education order. Likewise, the study compared the
assessment of the kindergarten education program between the two types of
preschool along the said five areas.
A total of sixteen (16) government-recognized preschools were included in
the study: eight (8) from the private sector and another eight (8) from the church-
based. From these preschools came the eighteen (18) administrators and thirty-
seven (37) teachers who served as the respondents.
Data needed for the study were generated using survey and researcher-
made questionnaire as the data-gathering method and tool, respectively.
Descriptive statistics, Chi-square and t-test were used in the analysis of data.
Results showed that administrators in private and church-based
preschools are primarily young, female, married, bachelor’s degree holders and
less experienced in administrative work. They have elementary education as
their specialization. They receive moderately adequate salary. Concerning
trainings, they have regular attendance in school and regional levels, irregular
attendance in division and national levels and zero attendance in international
level. They do not differ in their profile, except in training attendance in school
level.
On the other hand, private and church-based kindergarten teachers in
general are very young, female, single, bachelor’s degree holders and neophytes
in the teaching profession. They have elementary education as their major and
receive monthly salary that is also moderately adequate. They have regular
attendance in school and regional trainings, irregular attendance in district and
division trainings and zero attendance in national and international trainings. In
most personal characteristics, they are similar. However, they are diverse in
terms of attendance in school, district and international trainings.
The philosophies of the kindergarten education program in the preschools,
on the whole, are very much emphasized. However, there is significant difference
existing between the two types of preschool, since the private preschools
emphasize the philosophies much, whereas the church-based preschools
emphasize said philosophies very much.
ii
As regards the objectives of the kindergarten education program, they are
appraised as very much attained among preschools. Private and church-based
preschools in this area are significantly different.
The learning areas and teaching techniques as curricular components of
the kindergarten education program are very much implemented. Private and
church-based preschools implement in equal manner all the learning areas
except Communication Arts in Filipino, Art and Music. Nevertheless, they are
dissimilar in their implementation of the teaching techniques.
In terms of physical environment of the kindergarten education program,
private and church-based preschools vary in building styles, classroom sizes,
facilities and activity center provisions. Only in school site are the two types of
preschool congruent.
iii
TABLE OF CONTENTS
Page
Bibliography
i
Abstract
i
Table
of
Contents
iv
INTRODUCTION
Background
of
the
Study
1
Statement
of
the
Problem
3
Objectives
of
the
Study
4
Significance of the Study 4
Scope and Limitation of the Study 5
REVIEW OF RELATED LITERATURE
Personnel
Requirements
7
Philosophy
12
Objectives
16
Curriculum
18
Physical
Environment
20
Summary of Reviews
26
Conceptual
Framework
28
Operational Definition of Terms
30
Hypotheses
of
the
Study
38
METHODOLOGY
Locale and Time of the Study
39
iv
Respondents of the Study
40
Instrumentation
42
Data
Gathering
Procedure
42
Statistical
Treatment
of
Data
43
RESULTS AND DISCUSSION
Profile of Kindergarten Administrators
45
Profile of Kindergarten Teachers
57
Philosophy of Kindergarten Education Program
69
Objectives of the Kindergarten Education Program
75
Curriculum of the Kindergarten Education Program
81
Physical Environment of the Kindergarten Education Program
88
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
102
Conclusions
107
Recommendations
109
LITERATURE
CITED
113
APPENDICES
A. Letter of Request to Float Questionnaire
119
B.
Sample
Questionnaire
120
C. DECS Order No. 107, S. 1989 130
D. Frequency of Private and Church-based Preschool Administrators’
Responses According to their Socio-demographic Characteristics 138
E. Frequency of Private and Church-based Preschool Teachers’
Responses According to their Socio-demographic Characteristics 140
v
F. Mean Ratings of Philosophies of the Kindergarten Education
Program in Private and Church-based Preschools 142
G. Mean Ratings of Objectives of the Kindergarten Education
Program in Private and Church-based Preschools
143
H. Mean Ratings of Curricular Learning Areas and Teaching
Techniques of the Kindergarten Education Program in Private
and Church-based Preschools 145
I. Frequency of Private and Church-based Preschool Administrators’
and Teachers’ Responses on Site Area, Building and
Classroom Size of their Preschools 146
J. Mean Ratings of Facilities of the Kindergarten Education Program
in Private and Church-based Preschools 147
K. Mean Ratings of Activity Center Provisions of the Kindergarten
Education Program in Private and Church-based Preschools 149
BIOGRAPHICAL SKETCH 151
vi
INTRODUCTION
Background of the Study
Psychologists like Erickson (1963), Piaget (1967) and Kohlberg (1981)
have established that the critical years in a child’s life are from birth to six
years of age. During these critical years, the basic character, values,
abilities, personality, skills, aptitude and knowledge are formed. These
qualities when properly developed shape the individual’s overall perspective
and preparedness for life.
Similarly, Bloom (1964), Hurlock (1978) and Dembo (1981) held that
the experiences which preschool children undergo during the first six years of
their life have a lasting effect on their intellectual, social and physical
development.
Other
researches
(Mitchelle,
1989 and Schweinhart, 1989) also
confirmed that early childhood development, if well taken care of, enhances
children’s intellectual performance and results to various improvements in
school achievement, placement, and motivation. It has even been noted that
early childhood education helps improve the functioning of high-risk children
early in their lives; thus reducing the incidence of delinquency and school
failure in the future.
2
These are just some empirical information which paved the way for
the emergence of a wide interest in early childhood development and a great
demand for preschool education.
In the Philippines, the need and importance of early childhood
education were only given attention in 1971 when the Department of
Education issued a policy document encouraging public schools to establish
preschool classes whenever possible (DECS Order No. 107, S. 1989).
Responding to this call to offer early childhood programs, the public was
joined actively by the private sectors for which the greatest number of
preschools to date is credited.
However, in the many so-called preschools that attempted to
accommodate the increasing demands for early childhood education, a
variety of curricular offerings surfaced. More and more, instead of catering to
the needs of the child and his total development, preschools focused on
academics. Also, the quality of preschool education is sacrificed since the
resource capability of the schools providing said program is weak. As a
result, the goal of developing the preschool child in all aspects and preparing
him for lifelong learning through the provision of stimulating and meaningful
experiences is not achieved.
It is on this concern that this study was conceived. It attempted to look
into the status of the kindergarten education program being offered by private
3
and church-based preschools in La Trinidad, Benguet against the standards
laid by the Department of Education. It is a step towards looking for viable
recommendations that may bring about improvement in early childhood
education.
Statement of the Problem
This study delved on assessing and comparing the status of the
kindergarten education program in private and church-based preschools in
the Municipality of La Trinidad for the school year 2005-2006.
Specifically, it sought to answer the following questions:
1. What is the profile of the administrators and teachers of private and
church-based preschools as regards to age, sex, civil status, highest
educational attainment, specialization, schoolwork experience in years,
trainings attended and monthly salary?
2. What is the assessment of the kindergarten education program of
private and church-based preschools in terms of the levels of philosophy
emphasis, objective attainment, curriculum implementation and physical
environment adequacy?
4
Objectives of the Study
The study primarily aimed to assess and compare the status of
kindergarten education program in private and church-based preschools in
the Municipality of La Trinidad. The objectives of the study are as follows:
1. To determine and compare the profile of the administrators and
teachers of private and church-based preschools as regards to age, sex, civil
status, highest educational attainment, specialization, schoolwork experience
in years, trainings attended and monthly salary; and,
2. To assess and compare the kindergarten education program of
private and church-based preschools in terms of philosophy emphasis,
objective attainment, curriculum implementation and physical environment
adequacy.
Significance of the Study
Assessing the kindergarten education program being offered in the
preschools can yield means to improve the quality of kindergarten education
along the following components: personnel requirements, philosophy,
objectives, curriculum and physical environment.
Through this study, the real status of the kindergarten education
program in the Municipality of La Trinidad, together with its strengths and
weaknesses, along the Department of Education standards is identified and
analyzed.
5
The result of the study will be an input to the administrators of the
different preschools in planning and policy formulation. Specifically, it will
assist them in curriculum improvement, personnel development and physical
resource management towards the fulfillment of the philosophy and
objectives of the preschool.
The teachers will be also benefited since the findings of the study will
make them aware of the needs of the preschools to which they are
connected. As such, they will become cooperative and supportive of their
respective schools and consequently render effective service.
In addition, the study can be of interest to teacher training institutions
in developing course of study in early childhood education that is relevant
and responsive to the demands of the pre-elementary education sectors.
Lastly, this piece of work can provide parents an informative
perspective on the minimum requirements of a school for young children as
this can assist them to choose intelligently the kindergarten school they can
rally behind in terms of personnel profile, philosophy, objectives, curriculum
and physical environment.
Scope and Delimitation of the Study
The study focused on assessing the status of the kindergarten
education program in the preschools operated and managed by private
individuals and churches in the Municipality of La Trinidad for the school year
6
2005-2006. It probed into the various components of the kindergarten
education program as set forth in the Department of Education issuance,
formerly known as DECS Order No. 107, S. of 1989 (Appendix C). These
components are personnel requirements, philosophy, objectives, curriculum
and physical environment.
However, this study did not attempt to provide solid qualitative results
since the assessment was based on the observed and perceived conditions
of kindergarten education along the component areas.
Assessment as employed here is not external since the respondents
were the internal stakeholders of the kindergarten education program, the
preschool administrators and teachers. Also, it is not a summative
assessment since the investigation was undertaken during the period when
the program was being carried out. In addition, it does not adhere to any
evaluation model viewing the program as a system. Thus, the assessment is
concerned merely on the input provisions or resource capability of the
program.
Being descriptive in nature, the findings of this study are therefore true
only for the respondents concerned and for the time during which it was
conducted.
7
REVIEW OF LITERATURE
The review of literature of this research reveals a working knowledge
of and a better understanding on kindergarten education and its significance
in the lives of young children.
For purposes of this study, the review is subdivided under the
following categories: personnel requirements, philosophy, objectives,
curriculum and physical environment.
Personnel Requirements
Administrators. According to Taylor (1989), directors of kindergarten
schools have the duty to write the educational philosophy of the preschool,
which they, the teachers and the parents can rally behind. They should
furnish information about admission requirements, handbook for the
kindergarten staff to know their responsibilities, rights and privileges, policy
statement, and goals of the learning center of young children. They must also
provide for appropriate room temperature, proper ventilation, potable drinking
water and adequate restroom for both children and teachers. They are to
arrange for periodic check-ups such as dental, immunization and other
medical care. In addition, Taylor’s (1989) requirement was that preschool
administrators should be knowledgeable about children, psychology and
8
architecture as these will be of great assistance in planning and building the
center for the education of the child
Similarly,
Streets
(1982) stated the need of preschool administrators
to have a background on young children and their education and to learn the
different interactions that promote children’s development at a reasonable
rate.
Furthermore, the Department of Education in the DECS Order No.
107, S. of 1989 set forth the qualifications for a preschool administrator. It
recommended that administrators/principals/heads of preschools, who plan,
implement, supervise, monitor or evaluate the program, should have a
college degree in a discipline allied to education with at least 18 units of
preschool education and should have at least two years of very satisfactory
work experiences in a kindergarten school set-up. Possession of a master’s
degree in education is also preferred.
However, the studies of Reyes (1981) and Lasala (1985) showed the
contrary. They found out that administrators in preschools are not fully
equipped with the knowledge, meaning, value and significance of
kindergarten education. The reason is that they blindly adhere to the notion
that child growth and development could be better achieved by improving the
quality of instruction by effective supervision, and they are not innovative
because they use as their model existing school programs. Thus, the same
9
researchers suggested that those administrators need to undergo in-service
education. This also holds true in the study of Ruiz (1990) in which she
recommended that administrators should upgrade their personal and
professional development through attendance in orientation/in-service
seminars and off-the job training sessions.
Likewise, the Yurachai study (1987) regarding trisectoral perceptions
of kindergarten education in Khonkaen, Thailand reported that majority of the
kindergarten administrators or 84.9 percent were bachelor degree holders
and 6.5 percent of them had attained the master level.
Teachers. Agan (1989) argued that kindergarten teachers are to
possess personal and professional qualifications that match kindergarten
education.
For personal qualities, San Jose-Pangan (1972) enumerated some of
the characteristics of a good kindergarten teacher such as: adequately
prepared for the profession as a kindergarten teacher, has a thorough
knowledge and understanding of the growth characteristics and
developmental tasks of kindergartners, competent to determine what
objectives are achievable and what flexibilities are to be observed in the
content and organization of the curriculum, can establish rapport with
preschoolers, should work closely with the parents, and should be genuinely
interested in and accepting of children’s uniqueness.
10
Similarly, Sciarra and Dorsey (1990) endorsed that teachers of young
children should be specifically knowledgeable on early childhood
development to be able to provide pedagogical and socializing association in
the classroom for enjoyable interaction with the children. They also proposed
that teachers in the preschool should have the knack to relate with children’s
parents in a satisfying and considerate manner. Observance of good
relationship among adults involved in the education of young children fosters
cooperative efforts that would redound to the children’s benefits. Tanner and
Tanner (1987) validated this by stressing that there is a high level of
achievement when there is an atmosphere of cooperation and participation
characterized with mutual respect between the facilitator and participants of
the learning process. This leads to the learners enjoying the excitement of
learning.
However, Kagan in her study (1992) noted that preschool learners
were treated with partiality. Some teachers encourage and pay more
attention to certain learners by giving them positive support to participate
actively in learning, but discourage participation from others, particularly
those in the bottom third in the same classroom.
As to the professional qualifications for kindergarten teachers, DepEd
set forth standards. As specified, teachers who are directly involved in
teaching and handling preschool children should possess a Bachelor of
11
Science degree with specialization in family life and child development or
kindergarten education or they should have a Bachelor of Science degree
with 18 units in preschool education and 54 hours of practicum classes or a
Bachelor of Arts/Science degree in disciplines allied to education like arts,
nursing or anthropology. Upon appointment, the teacher should have at least
six units of preschool education. The requirement of 18 units may be
gradually earned as follows: at the end of year one, nine units; year two, 12
units; year three, 15 units; year four, 18 units. With regard to para-
professional who is employed as a teacher-aide, teacher-helper or assistant
teacher, he/she should be a high school graduate, has attended training for
at least 120 hours with a certificate from a recognized training institution or
professional organization (DECS Order No. 107, S. 1989).
Regarding the qualifications mentioned, a great number of preschool
teachers in the study of Lasala (1985) were found lacking in the needed
educational preparation. Eighty-one percent of the kindergarten teachers
were graduates of the Bachelor of Science in Education, five percent were
Bachelor of Arts degree holders, while five percent were graduates of the
Bachelor of Science in Industrial Arts and the rest were holders of the degree
of Bachelor of Science in Elementary Education with training in kindergarten
teaching. Concerning teaching experience of these kindergarten teachers,
59 percent had one to three years experience in kindergarten teaching, 19
12
percent had served four to six years, 11 percent had taught for 10 to 12
years, and three percent had 13 to 15 years teaching experience in the
kindergarten.
Philosophy
Luan Grab (1991) discussed the philosophies of Froebel, Montessori
and Dewey. He stated that Froebel believed that the child should learn the
nature of form, number and measurement. Montessori stressed the training
of the child’s senses through scientifically graded materials based on the
sensitive periods, and Dewey emphasized inquiry and learning by doing in a
scientific way.
The religious philosophy of the United Methodist Church believes that
“each child is a child of God.” As such, the child should be given the
opportunity to develop his physical, intellectual, emotional, social and
spiritual endowment to optimum level (ABC Kindergarten Guidelines, 1990).
DepEd stated that the philosophy of preschool education at the
kindergarten level considers the child, the school and the teacher with the
support of the family in maximizing the child’s potentials (DECS Order No.
107, S. 1989).
Article XIV of the Constitution of the Republic of the Philippines
Section 1 states that “the state shall protect and promote the rights of all
citizens to quality education at all levels and shall take appropriate steps to
13
make education accessible to all” (Constitution of the Republic of the
Philippines, 1987). To Aquino (1986), this constitutional provision embodying
the ideals and aspirations of the Filipino people, must be the basis of the
Philippine educational philosophy.
Estolas and Nunez (1974), on the other hand, revealed that the
following are the prevalent philosophies of the kindergartens in the
Philippines:
1. The usefulness of providing rich and varied experience for children
ages four to six years.
2. The provision of a balanced program of kindergarten activities will
help in developing and maintaining children’s good physical and mental
health.
3. The need to provide experiences in group living to enhance social
growth to kindergarten children.
4. Play is the most effective means in educating today’s kindergarten
pupils.
5. The kindergarten emphasizes learning on the part of the child rather
than teaching on the part of the adult.
The study of Reyes (1981) found the philosophies influencing
preschool education in the province of La Union as pragmatism, gestaltism,
realism and humanism.
14
Pragmatism, an educational perspective credited to John Dewey,
Charles Pierce and William James, stresses learning activities that are useful
and lifelike, from which the child learns by actual performance of the activity
(Yurachai, 1987). This doctrine claims that the test of truth lies in its practical
consequences. If a particular concept is actualized and has produced
beneficial result, then it is good and true and must be adopted (Duka, 1999;
Sadker and Sadker, 2000). On this basis, education then must seek to
develop the learner through purposeful experience, self-actualization and
practical learning. The curriculum should offer subjects that will provide
opportunities for activities relevant to the needs, abilities, interests as well as
socio-economic situation of the learner. And if possible, the learner must be
made the center of all educative processes (Sadker and Sadker, 2000).
On the other hand, gestaltism places importance in unifying the
behavior of the child and regarding him/her as a whole being (Yurachai,
1987). This philosophy takes its name from the German word which means
pattern or configuration. It grew out of studies conducted by Max Wertheimer,
Kurt Koffka, and Wolfgang Kohler (Prado, 1999). According to gestaltists,
learning is the process of developing understanding, insight or generalization
through configuration or integration. They believe that ideas, concepts,
events and others do not come in isolation but rather are always part of some
definite context or pattern by virtue of which alone they have meaning and
15
significance. The situation should be learned as a whole rather than
separated from its components (Prado, 1999). In light of this, education
therefore must aim at providing the learner with meaningful, interrelated
learning experiences from a variety of disciplines, linking ideas to actions and
learning to life. In a more particular and operational sense, it means that
preschool education should develop the kindergartner in all aspects of life
and make him a well-adjusted individual.
Realism, in contrast to pragmatism and gestaltism, emphasizes the
value of providing right headstart for the child’s formal schooling and
assistance to him/her in his/her search for what is true (Yurachai, 1987).
Originally introduced by Aristotle, this belief advocates that education should
be concerned on the realities of life and should prepare a person for his/her
duties in life (Duka, 1999). It also recognizes that education means teaching,
teaching means knowledge, knowledge is truth, and truth is the same
everywhere. (Sadker and Sadker, 2000). This is so since truth is knowledge
that corresponds to the world as it is. Hence, education, from the realists’
point of view, is primarily the acquisition and mastery of knowledge and skills
essential for living. Reading, writing, counting and studying are some of
these basic life competencies that must be developed in the learner.
However, humanism underscores the merit of accepting the child for
what he/she is (Reyes, 1981; Yurachai, 1997). It is concerned on the dignity
16
and worth of the person, including his/her potential, affair, aspiration and
welfare (Duka, 1999). From the humanistic perspective, the aim of education
is to help develop the individuality of the learner, to assist him/her in
recognizing himself/herself as a unique being and to help him/her actualize
his/her potentialities (Hamachek, 1977). With this in mind, the humanistic
teacher should therefore provide experiences attuned to the learner’s
intellectual, emotional and social needs in a classroom atmosphere that
permits freedom of choice for the child and fosters creativity, exploration and
social learning. Also, he/she has to individualize his/her total approach
according to the needs and individuality of the child and on an intuitive basis.
Humanism is an educational thought proposed by Desiderius Erasmus of
Rotterdam (Sadker and Sadker, 2000).
Objectives
Austin (1976) specified the objectives of the preschools for Belgium
and Sweden. The objectives of the preschool for Belgium are social and
moral education based on the psychological development of children, health
education and education through thought and language. For Sweden, the
major issue that concerns preschool education is creating a better society
where man has real regard for other men.
Brotonel (1969) stated that the objectives of kindergarten education
are: to assist in detecting at an early period the children’s physical, emotional
17
and social growth and to provide an excellent center for parents’ education.
The first purpose is diagnostic in the sense that any aspect of the child who
maybe needing guidance can readily be carried out. The second purpose is
to make parents become more aware of the principles of human growth and
development to better rear their children for development.
The objectives of the preschools at the kindergarten level are
contained in the DepEd issuance (DECS Order No. 107, S. of 1989). These
objectives are: to develop the child in all aspects (physical, social, moral,
spiritual, emotional and cognitive) so that he may be better prepared to
adjust and cope with life situations within the context of his experience; to
maximize the child’s experience through a variety of carefully selected and
meaningful experiences considering his interests and capabilities; to develop
the child in all aspects so that he can become a self-propelling, thinking and
contributing individual, able to make decisions which will prepare him for the
more complex demands of life in the future.
Agan (1989), on the other hand, stated the objectives of the
kindergarten offered by private citizens. Its objectives are to help children
obtain “learning in writing and reading” and to include the concern in
assisting mothers bring up children better equipped for school and
socialization.
18
Laforteza (1982) believed that the learning objective of the preschool
is the creation of learning environments that will facilitate the development of
the child’s intellect and his physical, social and emotional abilities.
Curriculum
Taylor (1989) defined the curriculum for young children as the
subjects taught in school in terms of children’s experiences through which
they gain self-realization. The curriculum is viewed as an “enterprise in
guided living” in an environment designed to suit a specific purpose.
Margolin (1976) suggested that a curriculum for kindergarten children
should include formalized reading and mathematics, which are to be
experienced in a concrete manner. Games and listening are important in
matching letters with pictures, matching number of dots with figures
representing numbers, measuring, counting, and using different senses to
provide the children knowledge from direct experiences and important to
nourish their personality and intellect.
Eliason and Jenkins (1986) described the curriculum for the early
childhood as one that should be well planned avoiding “timetable that should
be rigidly followed.” However, sequential learning activities and observance
of considerable flexibility are stressed.
The Department of Education in its DECS Order No. 107, S. of 1989
specifically stated the focus of the kindergarten curriculum as precluding all
19
areas of development. For physical development, the curriculum should
include activities for gross and fine motor coordination through play and
manipulative exercises as in games, simple work and those that develop
physical fitness. Personal-social development should involve skills and
behaviors that would enhance independence and social behavior. It should
cover the development of health habits and independence in dressing,
eating, sleeping and toileting, relating with teachers and peers and other
people through group play or interaction and the development to follow rules
and routines. For the emotional development, it should include experiences
that would help children develop love for God, self, others and community,
awareness of their feelings as well as sense of right and wrong. Mental
development should involve the development of communication, sensory-
perceptual and numeracy skills. Creative-aesthetic development, on the
other hand, must encompass exploration of sounds, music and rhythm, art
activities, creation of stories and dramatization.
Educators like Cortes (1987) claimed that the curriculum at the
elementary level should start with “civic education and value orientation” to
develop in the child the sense of being potent and confident to learn skills so
that he can be made to see what he can do, thus empowering him.
Brotonel (1969) and Cusay (1973) stated that the curriculum is the
instrumentality through which desirable learning is fostered in the school,
20
which is important as a condition of learning in the formal school program.
They believed that the 3Rs of reading, writing and arithmetic, which the
kindergarten curriculum should seek to develop among preschoolers,
prepare them for the formal work in the first grade.
Physical Environment
Sciarra and Dorsey (1990) and Taylor (1989) pointed out that
familiarity with the early childhood education program such as the center’s
philosophy and admission policies has an impact on facility requirements.
The needs of children, staff and parents should be taken into consideration.
Consideration for the needs of these participants concern those of health and
safety, accessibility of facilities, controlled traffic flow, personal space and
opportunities for independence and growth. The school site must have an
area large enough for a building of required size. The playground should be
fenced to prevent children from leaving the area and to prevent others from
damaging it and interrupting school activities. It should allow 75 feet per
child. Provision for parking for staff, parents and visitors should be
considered. The building should be hazard free to meet the needs of
children, staff and parents. Usually, programs for children occupy the ground
floor of the building to facilitate evacuation in the event of an emergency.
The entrance and exit should be scaled to children’s requirements. The
building should be inviting in terms of its scale, color, texture and design.
21
Colors should indicate a place for growth and vitality. Office space for the
administrator should be provided and located in such a way as to provide
additional supervision during emergency and at the same time minimize
distractions. Full time staff members each needs about 100 square feet of
office space to work with materials, do paper work and work with children.
Parents need comfortable lounge where they could wait for their children.
Facilities for observing classroom activities unnoticed by children are
important to provide parents and visitors learning experiences.
Taylor (1989) stressed that the size of the classroom must be 35
square feet per child for him/her to work and play comfortably. Children
should have a cozy place to look at books, examine interesting objects and
dayream. These places, while they promote privacy, can be shared with a
friend or two. An area for telling story or special activity should be provided.
The classroom should be free from protrusions, live wires and slippery floors.
The physical environment should have child-size tools including sinks,
toilets, drinking fountains, doorknobs and wall decorations placed at the
child’s eye level. It should foster independence and growth where a variety of
experiences can be offered which provides children an approximate number
of choices (Sciarra and Dorsey, 1990).
Streets (1982) stated that physical environment for children should be
divided into “polar opposites” such as quiet/active, tidy/messy, private/public
22
and dry/wet. This kind of environment reflects the provision for the
multifarious needs of children living together, away from home, in a family
setting where a teacher supplies nurturing role. He further categorized the
environment for children into three kinds namely: space used only by adults,
that which is shared by adults and children, and that space used almost
exclusively by children.
The reason, which Streets gave for the polar pair design of children’s
environment, is that activity can be cued where it belongs, although it is still
the teacher who arranges the environment and guides interactions. The
teacher acts as the model through which the child learns. The teacher in this
process curriculum shows the child how to walk, to speak, to use a fork, how
to classify and to infer. He termed this social system devised by the teacher
as “one of the most powerful instructional strategies” because it provides a
way in which children can master things as an aid in mastering themselves.
According to Streets (1982), the characteristics appropriate for the
physical space in a process curriculum are:
1. Scale implies the adjustment of the learning experience in
accordance to the physical and psychological stature of children. This further
implies appropriate size group as well as appropriately sized furniture. It
encompasses the notion of security without which children are prone to avoid
challenges.
23
2. Coherence is the quality of being logically integrated, consistent
and intelligible. The design of child space for the process curriculum should
be a reflection of the commitment to the child “in process.” The purpose is
simple: to fully actualize the potential of every child within it.
3. Balance is the quality of dynamic self-regulation. It represents
symmetry between the child and environment as well as an order capable of
response to children’s momentary developmental shifts.
Physical space should reflect the idiosyncrasies of both children and
adults, for being different from others at any point in time (Streets, 1982).
In the DECS Order No. 107, S. of 1989, DepEd stipulated the
standards for physical environment as referring to the minimum requirements
for the school site, the physical facilities and the learning equipment for a
school of the kindergarten level. The school site should have a minimum
area of 500 square meters. The area should be divided into at least 140
square meters for the class and 360 square meters for the playground good
for not more than four classes. When playground is not provided, easy and
safe access to the nearest park or open space, which is not more than a 200-
meter distance from the school, can be utilized as an alternative. This
arrangement must be approved in writing by the authorized representatives
of the park or open space. The school building must be used for educational
purposes only. It must not serve as a residence of the owner. It should not be
24
a “convertible school,” that is, a school during the day and after class hours
converted for commercial purposes. Provision for office, teachers’ room,
music room and library room or room in which any two of these are combined
must be considered.
The ideal class size for a teacher is from 25 to 30 children, while a
teacher with aide can have from 30 to 40 children. With regard to classroom
size, there should be 1½ square meters per child.
Equipment for playground and garden that should be installed on the
school ground includes jungle gym, sandbox, slide, balance beams, simple
obstacles like tires and tunnels and others. The classroom equipment and
fixtures must consist of tables, chairs, shelves, lockers and cabinets. They
should be in conformity to the standard size and based on the
anthropometric size of the children. Beds and mats may be provided during
rest periods.
Health facilities and provision for safety should consist of toilet, safe
drinking water and washing facilities. They must be adequate and scaled to
children’s size. There should be at least a toilet set for every 25 children at
one time preferably with separate bathroom for boys and girls. First aid kits
must be available. The area should be free from hazards such as diggings,
stairways, pools, live electric wires and unsafe outlets. Lighting and
ventilation should be proper and adequate. There should be both natural and
25
electric lighting. For a classroom of seven to nine meters, there should be at
least two fluorescent lamps, wide windows and/or electric fans to allow for
cross ventilation.
Furthermore, DepEd in DECS Order No. 107, S. 1989 requires that
the classroom should have activity centers, which contain the following or
their equivalent:
1. Personal care and grooming, which contain mirror, comb, towel,
toothbrush, soap, toiletries, and others.
2. House and garden care should have shovel, spade, pails,
sprinklers, sand table, cleaning tools and others.
3. The communication skills corner should have books (two books
per child) like storybooks, science and nature books as well as Filipiniana
books ad others.
4. The sensory-perceptual and numeracy skills corner (Science and
Mathematics corner) should have counters, beads, number cards, nature
tables and others.
5. The motor and creative development corner should contain
percussion instruments such as castanets, tambourine, coconut and bamboo
maracas, radio and tape recorder, phonograph and others.
26
Summary of Reviews
The components of kindergarten education, as mandated by DepEd
through the DECS Order No. 107 S. of 1989, are personnel requirements
philosophy, objectives, curriculum and physical environment.
The personnel requirements of the kindergarten include educational
preparation, training and experience in preschool education as well as loving
and enjoyable interacting with young children. These are the preferred
qualifications the owner, administrator, teacher or para-professional should
possess (Streets, 1982; DECS Order No. 107, S. of 1989; Sciarra and
Dorsey, 1990; and Kagan, 1992).
The philosophy for preschool education comes from various sources.
The Constitution of the Republic of the Philippines is one of these as it
expressed the ideals/aspirations of the Filipino people. Religious beliefs
serve as philosophical bases such as that of the United Methodist Church,
which believed that “each child is a child of God” (ABC Kindergarten
Guidelines, 1990). The old existing pragmatism, gestaltism, realism and
humanism which had been interwoven in the fabric of Philippine education
ever since are also philosophical premises on which kindergarten education
has to operate.
The objectives of kindergarten education are as varied as its
philosophy. The converging focus in young children’s total development
27
concerns their physical, social, moral, spiritual, emotional and cognitive
attributes. These objectives can be attained through carefully selected and
meaningful experiences considering children’s needs, interests, and
capabilities so that they can be better equipped for schooling and
socialization (Laforteza, 1982; DECS Order No. 107, S. of 1989; and Agan,
1989).
The curriculum for kindergartners encompasses areas in physical
development, personal-social development, affective development as well as
cognitive development. It must be flexible in consideration for the child’s
unique characteristics but fosters desirable behavior-learning (Eliason and
Jenkins, 1986; Cortes, 1987; and DECS Order No. 107, S. of 1989).
As for the physical environment (school site, building, classroom size
and facilities), it is made explicit that it should be free from hazards and
provided with equipment which conform to the anthropometric size of
children. The classrooms should contain centers of interests or its equivalent
(personal care and grooming corner, house and garden care corner,
communication skills corner; motor development and creative development
corner, music corner, sensory-perceptual and numeracy skills corner) to
provide a developmentally appropriate environment for children (Streets,
1982; Sciarra and Dorsey, 1990).
28
Conceptual Framework
Clarkson
(1987)
mentioned that assessment or evaluation is
indispensable in order to acquire fundamental knowledge about the program
that will provide basis for making decisions, forming judgments, and drawing
conclusions. Assessment determines if the program objectives are attained,
identifies the weaknesses of program aspects that need improvement, and
examines if the program inputs and processes are effective and efficient in
achieving the objectives.
In the context of the educational program, assessment checks and
determines the parts, areas, or facets of the program to see whether they are
adequate or inadequate, appropriate or inappropriate, particularly with
reference to the program’s objectives or standards deemed applicable
(Stufflebeam, 1988).
The component parts of the kindergarten education program as
mandated by Department of Education in DECS Order No. 107, S. 1989 are
illustrated in Figure 1. These parts or areas are the personnel requirements,
philosophy, objectives, curriculum and physical environment upon which this
research probed in order to come up with a clear picture of the status of the
kindergarten education program being offered by private and church-based
preschools in the Municipality of La Trinidad. The status is determined and
measured in terms of the findings on personnel profile and the levels of
29
Kindergarten Education Program
I. Personnel Profile
II. School Profile
A. Administrators
A. Philosophy
Age
Pragmatism
Sex
Gestaltism
Civil Status
Realism
Highest Educational
Humanism
Attainment
B. Objectives
Specialization
Physical Development
Teaching Experience
Affective Development
Trainings Attended
Cognitive Development
Monthly Salary
C. Curriculum
B. Teachers
Learning Areas
Age
Techniques/Methods of
Sex
Teaching
Civil Status
D. Physical Environment
Highest Educational
School Site
Attainment
Building
Specialization
Classroom Size
Administrative
Facilities
Experience
Activity Center
Trainings Attended
Provisions
Monthly Salary
Figure 1. The components of the kindergarten education program as
mandated by DepEd (DECS Order No. 107, S. 1989).
30
philosophy emphasis, objective attainment, curriculum implementation and
physical environment adequacy.
Figure 2 sets forth the paradigm of variables in the study. As depicted,
the findings on personnel profile and the levels of philosophy emphasis,
objective attainment, curriculum implementation and physical environment
adequacy are the dependent variables. They are determined largely by the
observations and perceptions of the respondents along the five areas of the
kindergarten education program, which are the independent variables. It is
also hypothesized that the findings on personnel profile and the levels of
philosophy emphasis, objective attainment, curriculum implementation and
physical environment adequacy differ or vary from private to church-based
preschools as influenced by types of preschool, which are the intervening
variables.
Information generated concerning the status of the kindergarten
education program along the five areas serve as the basis for policy
recommendations towards program improvement.
Operational Definition of Terms
The following terms are defined as they are used in this study:
Assessment. This is the process of determining and acquiring
information on the current status of the kindergarten education program in
31
INDEPENDENT VARIABLES
DEPENDENT VARIABLES
Observations and Perceptions
Status of the Kindergarten
along:
Education Program in terms
of:
Personnel Profile
Findings on Personnel Profile
Philosophy
Level of Emphasis of
Objectives
Philosophy
Curriculum
Level of Attainment of
Objectives
Physical Environment
Level of Implementation of
Curriculum
Level of Adequacy of Physical
Environment
INTERVENING VARIABLES
Types of Preschool:
Private
Church-Based
Figure 2. The paradigm of the study.
32
private and church-based preschools in light of the standards of the
Department of Education (DECS Order No. 107, S. 1989) along the five
areas of concern. These areas were personnel requirements, philosophy,
objectives, curriculum and physical environment.
Kindergarten education program. This refers to the formal course of
study that aims to train young children in their pre-elementary age. In this
study, kindergarten and preschool are used to mean the same thing.
Status. This means the condition of the kindergarten education
program being offered in the private and church-based preschools as
assessed by the respondents. It is defined as the findings on personnel
profile and the levels of philosophy emphasis, objective attainment,
curriculum implementation and physical environment adequacy
Private kindergarten preschool. This applies to the kindergarten
school put up by private individuals, recognized by DepEd, and is solely a
kindergarten school and/or part of a school system such as elementary,
secondary, college and university.
Church-based kindergarten preschool. This is the kindergarten school
established by religious group, recognized by DepEd, and may be part of the
school system such as elementary, secondary, college and university.
Administrator. This relates to the chief executive officer of the
preschool such as principal, school head, supervisor or sometimes owner of
33
the school who has the responsibility in the operation and management of
the kindergarten education program.
Kindergarten teacher. This is the person who actually performs
classroom teaching in the kindergarten school.
Profile. This refers to the age, sex, civil status, highest educational
attainment, specialization, schoolwork experience in years, trainings
attended and monthly salary of the administrator or teacher.
Age. This pertains to the age of the administrator or teacher at his/her
last birthday at the time of the study.
Sex. This reflects whether the administrator or teacher is male or
female.
Civil status. This indicates whether the administrator or teacher is
single, married and/or widower/widow at the time of the study.
Highest educational attainment. It implies the highest degree finished
or obtained by the administrator or teacher such as bachelor’s degree,
master’s degree and doctoral degree.
Specialization or major. This is the area of concentration in the highest
degree received by the administrator or teacher.
Schoolwork experience in years. This suggests the total number of
years of work experience as administrator or teacher. For the administrator, it
34
is his/her administrative experience quantified in years; teaching experience
for the teacher.
Trainings attended. This denotes the frequency of participation by the
administrator or teacher in seminars or workshops in the different levels such
as school, district, division, regional, national and international. It will be
analyzed according to the following scale:
3 – always
2
–
sometimes
1
–
never
Monthly salary. This means the monthly income earned by the
administrator or teacher from working in such capacity. It is rated on a three-
point scale as follows:
3
–
adequate
2 – moderately adequate
1
–
inadequate
Philosophy. This relates to the general belief that guides the
kindergarten’s operation and management. These philosophies are:
Pragmatism. The philosophy that stresses learning activities that are
useful, life-like, from which the child learns by actually doing the activity.
35
Gestaltism. The philosophy that places importance in unifying the
behavior of the child. It regards the child as a whole person who needs
learning experiences designed to contribute to his her holistic development.
Realism. The philosophy that emphasizes the school activities
wherein the child gets equipped with the right headstart for the child’s formal
school attendance. It also views education as providing assistance to the
child in seeking for what is true.
Humanism. The philosophy that underscores the acceptance of the
child for what he/she is as he/she comes to the kindergarten.
In this study, the respondents will be asked to identify which
philosophy they adhere to and rate it as to its extent of being emphasized
using the scale below:
3 – very much emphasized
2
–
much
emphasized
1 – not much emphasized
Objectives of the kindergarten education program. These suggest the
general competencies that the child should develop at the end of the
kindergarten term. These general competencies are grouped as physical
development, affective development and cognitive development. For the
purpose of this research, the objectives will be assessed in terms of the level
of their realization based on the following scale:
36
1 – very much attained
2 – much attained
3 – not much attained
Curriculum of the preschool. The set of learning areas of the
kindergarten education, such as communication/language arts, social living,
art, music, science and math. Inclusive in the curriculum are the techniques
of teaching commonly used by teachers.
Techniques of teaching. These relate to the methods of teaching used
by the kindergarten teachers such as story telling, dialogue, guessing game,
role playing, use of radio and tape cassette, filmstrips, field trips, observing
and describing and/or a combination of these methods of teaching. In this
study, techniques and methods are used interchangeably.
Implementation of curriculum and techniques of teaching. This
signifies the degree or level of operationalization of the learning areas
together with the teaching methods. It is measured using the three-point
scale below:
3 – very much implemented
2 – much implemented
1 – not much implemented
37
Physical environment. This pertains to the physical make-up of the
preschool which includes the school site, building, classroom size, facilities
and activity center provisions.
School site. It indicates the number of square meters that the school
area occupies.
Building. It refers to the kindergarten school infrastructure where
kindergarten class/es is/are held.
Classroom size. This signifies the number of square meters that a
classroom occupies.
Facilities. The physical structures, which include fixtures, equipment,
furniture, materials and supplies. These facilities are grouped under the
following categories: classroom, playground and garden, health and safety,
library and office.
Activity centers. The learning corners found in the classroom. Usually,
these centers are the personal care and grooming, house and garden care,
communication skills/language arts, motor and creative development, music,
science and mathematics corners.
Adequacy of facilities and activity center provisions. This connotes the
extent or degree of sufficiency of the existing physical provisions. It is rated
on a three-point scale as follows:
38
3 – very much adequate
2 – much adequate
1 – not much adequate
Hypotheses of the Study
This study tested the following hypotheses:
1. There is significant difference in the profile of the administrators and
teachers in private and church-based preschools in the Municipality of La
Trinidad as to: age, sex, civil status, highest educational attainment,
specialization, schoolwork experience in years, trainings attended and
monthly salary.
2. There is significant difference in the kindergarten education
program between private and church-based preschools in the Municipality of
La Trinidad in terms of the levels of philosophy emphasis, objective
attainment, curriculum implementation and physical environment adequacy.
39
METHODOLOGY
Locale and Time of the Study
The study was conducted from June to October, 2005, covering a
period of five months, among the DepEd-recognized preschools in the
Municipality of La Trinidad. However, only the private and church-based
preschools were included. This is a deviation from the original plan to have
all the private, church-based and public preschools involved in the study. The
reason behind was that there is only one public preschool, whose number of
administrator and teachers could not provide sufficient observations to come
up with valid findings about the status of kindergarten education offered by
the public sector. Also, of the 20 private and church-based preschools
currently operating in La Trinidad, only 16 participated in the study. Three of
those preschools which were not involved in the study refused to have the
questionnaire administered to their administrators and teachers. The other
one was not included since it had voluntarily shut off its operation due to zero
enrolment at the time the survey was conducted.
The 16 private and church-based kindergartens which cooperated in
the study are as follows:
1. Benguet Learning Center, PA 154 Wangal, La Trinidad
2. Brilliant Child Christian Academy, IC 113 Betag, La Trinidad
3. Cordillera Career Development College, Buyagan, La Trinidad
40
4. Epiphany Learning Center, Betag, La Trinidad
5. Glad Tidings Learning Center, Km. 5, La Trinidad
6. God’s Lamb Academy, IB 82 Laoyan St., Betag, La Trinidad
7. Hope Christian Academy, Km. 5, La Trinidad
8. La Trinidad Nazarene Learners Center, Pico, La Trinidad
9. Little Flower Children’s Home Foundation, 264 Km. 4, Balili, La
Trinidad
10. Rainbow Mission International Academy, AE 13-E Buyagan, La
Trinidad
11. Saint Francis School, Sitio Longlong, Puguis, La Trinidad
12. San Jose Preschool, Poblacion, La Trinidad
13. Shekinah Learning Center, JB 132 Pico, La Trinidad
14. Star Educational Christian Foundation, 156 Pico, La Trinidad
15. Sunbeam Learning Center, 196 Pico, La Trinidad
16. Superkids Learning Center, Puguis, La Trinidad
Respondents of the Study
From those DepEd recognized preschools were the administrators
and teachers who served as the respondents of the study. Since the number
of administrators and teachers are limited, total enumeration was considered.
Table 1 shows the number of respondents per institution.
41
Table 1. Distribution of respondents per institution
ADMINIS-
TEACHER TOTAL
PRESCHOOL
TRATOR
N P N P N P
Private
Benguet Learning Center
1
10.0
1
5.0
2
3.6
Brilliant Child Christian Academy
1
10.0
1
5.0
2
3.6
Cordillera Career Development
College
1
10.0
1
5.0
2
3.6
Hope Christian Academy
1
10.0
4
20.0
5
9.0
Little Flower Children’s Home
Foundation
1
10.0
3
15.0
4
7.3
Saint Francis School
1
10.0
2
10.0
3
5.5
Star Educational Christian
Foundation
3
30.0
6
30.0
9
16.3
Sunbeam Learning Center
1
10.0
2
10.0
3
5.5
Sub-total
10
100.0
20
100.0
30
54.4
Church-Based
Epiphany Learning Center
1
12.5
2
11.7
3
5.5
Glad Tidings Learning Center
1
12.5
1
5.9
2
3.6
God’s Lamb Academy
1
12.5
1
5.9
2
3.6
La Trinidad Nazarene Learners
Center
1
12.5
3
17.7
4
7.3
Rainbow Mission International
Academy
1
12.5
3
17.7
4
7.3
San Jose Preschool
1
12.5
2
11.7
3
5.5
Shekinah Learning Center
1
12.5
2
11.7
3
5.5
Superkids Learning Center
1
12.5
3
17.7
4
7.3
Sub-total
8
100.0
17
100.0
25
45.6
Grand Total
18
32.7
37
67.3
55 100.0
Legend: N – Number P – Percent
42
Instrumentation
The researcher-made questionnaire (Appendix B) was utilized as the
tool to gather relevant data for this research. Developed in accordance with
the objectives of the study, it is composed of two sets, one for administrators
and another for teachers, and has two major parts.
Part I is the profile of the personnel. It covers data on age, sex, civil
status, highest educational attainment, specialization, schoolwork experience
in years, trainings attended and monthly salary.
Part II contains pertinent information about the kindergarten school. It
includes the program’s philosophy, objectives, curriculum, and physical
environment (school site, building, classroom size, facilities and activity
center provisions).
With the help of trained assistants, the researcher conducted a dry run
to validate the content of the instrument and to test its reliability in a
preschool, which is not included in the study. Question or item that did not
elicit the required information was either improved or deleted.
Data Gathering Procedure
Names and addresses of the preschools recognized by DepEd in the
Municipality of La Trinidad were obtained from the DepEd Division Office of
Benguet.
43
Prior to the administration of the questionnaire, letter requesting for
permit to solicit data from the respondents of the study (Appendix A) was
sent to the owners/school heads/principals of the preschools. Upon approval,
the researcher, together with the trained assistants, personally distributed the
instrument to the respondents in their respective schools. Arrangement with
the respondents was also made that the researcher or the trained assistant/s
will come after three to four days to get the accomplished questionnaire.
Statistical Treatment of Data
In light of the objectives of the research, the data gathered were
analyzed using the statistical tools below:
1. To determine the profile of the administrators and teachers of the
preschools, the frequency count and percentage were used;
2. Mean was employed to describe the status of kindergarten
education program along its philosophy, objectives, curriculum and physical
environment; and,
3. Chi-square test and t-test were performed as the case may be to
find the differences in the kindergarten education program between private
and church-based preschools.
In processing the data for statistical analysis, this study employed the
Statistical Package for Social Sciences (SPSS) Version 11 computer
44
software. The level of significance for the statistical tests performed was set
at one and five percents.
45
RESULTS AND DISCUSSION
This part of the research presents the findings on the profile of the
administrators and teachers in private and church-based preschools in La
Trinidad and their assessment of the kindergarten education program along
philosophy, objectives, curriculum and physical environment.
The comparison of the kindergarten education program in terms of
administrator and teacher profile, philosophy, objectives, curriculum and
physical environment between private and church-based is likewise
discussed.
Profile of Kindergarten Administrators
The profile of administrators is described in terms of age, sex, civil
status, highest educational attainment, specialization, administrative
experience, trainings attended and monthly salary received. Table 2 presents
the profile of administrators by types of preschool.
In sum, seven (7) out of eighteen (18) administrators belong to the
young adult group having an age ranging from 32 to 39 years old. There are
fifteen (15) female and eleven (11) married. Ten (10) of them are bachelor’s
degree holders. Six (6) have elementary education as their specialization and
seven (7) have been working in such capacity as administrator for a
46
Table 2. Profile of administrators of private and church-based preschools
PRIVATE CHURCH-
CHI-
PROFILE
BASED
SQUARE
F P F
VALUE
P
Age
24 – 31 years old
2
20.0
4
50.0
32 – 39 years old
5
50.0
2
25.0
40 – 47 years old
2
20.0
0
0
48 – 55 years old
1
10.0
0
0
56 – 63 years old
0
0
2
25.0
Total 10
100.0
8
100.0
6.81ns
Sex
Male
2
20.0
1
12.5
Female
8
80.0
7
87.5
Total 10
100.0
8
100.0
0.18ns
Civil status
Single
4
40.0
3
37.5
Married
6
60.0
5
62.5
Total 10
100.0
8
100.0
1.01ns
Highest Educational Attainment
Bachelor’s degree
4
40.0
6
75.0
Master’s degree
4
40.0
2
25.0
Doctorate degree
2
20.0
0
0
Total 10
100.0
8
100.0
2.88ns
Specialization
Early childhood education
1
10.0
0
0
Elementary education
3
30.0
3
37.5
Educational management
4
40.0
1
12.5
Mathematics
0
0
2
25.0
English
1
10.0
1
12.5
Music
0
0
1
12.5
Family life/child development
1
10.0
0
0
Total 10
100.0
8
100.0
6.66ns
Administrative Experience
1 – 4 years
1
10.0
5
62.5
5 – 8 years
5
50.0
2
25.0
9 – 12 years
1
10.0
0
0
13 – 16 years
2
20.0
0
0
17 – 20 years
1
10.0
1
12.5
Total 10
100.0
8
100.0
6.81ns
47
Table 2. Continued …
PRIVATE CHURCH-
CHI-
PROFILE
BASED
SQUARE
F P F
VALUE
P
Trainings Attended
School level
Never
0
0
3
37.5
Sometimes
1
10.0
3
37.5
Always
9
90.0
2
25.0
Total 10
100.0
8
100.0
8.33**
District level
Never
1
10.0
4
50.0
Sometimes
8
80.0
3
37.5
Always
1
10.0
1
12.5
Total 10
100.0
8
100.0
3.89ns
Division level
Never
3
30.0
1
12.5
Sometimes
6
60.0
4
50.0
Always
1
10.0
3
37.5
Total 10
100.0
8
100
2.20ns
Regional level
Never
2
20.0
2
25.0
Sometimes
4
40.0
3
37.5
Always
4
40.0
3
37.5
Total 10
100.0
8
100.0
0.06ns
National level
Never
1
10.0
4
50.0
Sometimes
7
70.0
2
25.0
Always
2
20.0
2
25.0
Total 10
100.0
8
100.0
4.41ns
International level
Never
7
70.0
6
75.0
Sometimes
1
10.0
2
25.0
Always
2
20.0
0
0
Total 10
100.0
8
100.0
2.21ns
Monthly Salary
Inadequate
0
0
1
12.5
Moderately adequate
4
40.0
5
62.5
Adequate
6
60.0
2
25.0
Total 10
100.0
8
100.0
2.92ns
Legend: F – Frequency
* Significant (p ≤ 0.05)
P – Percentage
ns
Not
significant
48
period of five to eight years. As regards to trainings, eleven (11) of the
eighteen (18) administrators have either regular attendance in school level or
irregular attendance in district level. Nine (9) administrators never attended
training in international level. On the other hand, ten (10) of them have
irregular attendance in division level. Irregularity in attendance by nine (9)
administrators is also observed in national level. Seven (7) administrators
have either regular or irregular attendance in regional level. The data show
further that nine (9) administrators receive moderately adequate monthly
salary (Appendix D).
Age
Five (5) out of ten (10) private preschool administrators range in age
from 32 to 39 years and two (2) are either 24 to 31 years or 40 to 47 years. A
different trend is observed in church-based preschools, where four (4) out of
eight (8) administrators are 24 to 31 years of age and two (2) of them are
either 32 to 29 years or 56 to 63 years. However, it can be noted that no one
among the private preschool administrators has an age falling within a range
of 56 to 63 years. This indicates that the ages of church-based preschool
administrators are relatively scattered.
Nevertheless, administrators in both types of preschool are in their
early adulthood. They have the vigor and dynamics to administer efficiently
and manage the preschools. This is corroborated by Robbins (1991) who
49
asserted that job performance declines with increasing age. Similarly,
Sameon (2002), by citing Magan (1986), stressed that advanced age
negatively affects body functions and appearance.
Sex
In both private and church-based preschools, the administrators are
predominantly female. This phenomenon is not only true to the present study
but also to the whole Philippine basic educational system which is female
dominated. According to Domingo (1999), there are more females than
males in the teaching service. Naturally, the greater the number of women in
the teaching pool, the higher the probability that a woman will get promoted
in school principalship.
However, this does not jibe with the finding of Yurachai (1987) in
which majority of administrators of kindergartens in Thailand were male. The
reason behind is the strong patriarchal orientation of Thai culture which treats
leadership and administrative position as exclusively man’s domain.
Civil Status
As shown, six (6) out of ten (10) administrators and five (5) out of eight
(8) administrators are married in private and church-based preschools,
respectively. This suggests that majority of the administrators in both
preschools have families to take care and support; hence, they can
50
understand the needs of their primary clientele – the parents and the pupils.
Mayari (1994) claimed that status as non-single serves as impetus in
establishing good human relations with the public. Being married helps
administrators empathize readily with parents leading to mutualness of
feelings.
The result is similar to those of Yurachai (1987) and Baliton (1995)
who revealed that almost all kindergarten administrators in their studies were
married.
Highest Educational Attainment
Data indicated that four (4) out of ten (10) private preschool
administrators have either bachelor’s degree or master’s degree and two (2)
possess doctorate degree. In the case of church-based preschools, the
contrary is shown since six (6) out of eight (8) administrators have bachelor’s
degree and two (2) are with master’s degree. None among church-based
preschool administrators obtained a doctorate degree. This outcome points
out that private preschool administrators can better afford further education
more than their church-based counterparts can. This may be attributed to the
level of salary they receive; those who get higher pay have the greater
opportunity to pursue advanced education than those whose salaries are
much lower.
51
Domingo (1999) underscored the importance of higher educational
attainment by stressing that school principals should not remain stagnant
educationally to avoid professional deterioration and mental obsoleteness.
School administrators must seek to continuously equip themselves with the
innovative tools in managing educational institutions. Likewise, Mayari (1994)
deplored the fact that higher educational attainment is associated with school
effectiveness. It is known and accepted that education makes an individual
productive and receptive to challenges and opportunities.
Specialization
Four (4) of the ten (10) private preschool administrators specialized in
educational management and three (3) concentrated on elementary
education. Educational management is taken up by private preschool
administrators as major most probably in their master’s degree, since it is not
offered in the undergraduate program. In the church-based preschools,
however, three (3) out of eight (8) administrators have elementary education
as their major and two (2) specialized in mathematics.
The result discloses that both private and church-based preschool
administrators satisfy the standard of DepEd (DECS Order No. 107, S. 1989)
that kindergarten administrators should have a college degree in education.
However, they are found wanting as to the requirement of having background
on kindergarten in addition to possession of an education degree. This is
52
also true in the finding of Baliton (1995) in which most preschool
administrators in Nueva Ecija did not specialize in early childhood
development.
The lack of needed specialization in early childhood by those who are
involved in pre-elementary education, according to Banatao (1997), is
brought about by the fact that there are very few teacher education
institutions which offer either an early childhood education degree or an
elementary education degree with early childhood education as area of
concentration. It is only in the late nineties when more teacher education
institutions offered degree programs or specialization in pre-elementary
education.
Another factor is that there is no direct link which has been
established between having a specialization in early childhood education and
one’s performance in preschool administration. This is evident, as pointed
out by Banatao (1997), in the present reality where administrators of private
schools providing preschool education successfully manage their institutions
even when they are without a background on early childhood development.
Researches (Menguito, 1990; Manalo, 1992; Mayari, 1994) also showed that
factors which are commonly and significantly related to job performance of
the principals include sex, educational attainment, trainings attended, salary
53
and administrative experience. Specialization is rarely found to be connected
to the principals’ task performance.
Administrative Experience
Five (5) out of ten (10) private preschool administrators have been
assuming administrative functions for a period of five to eight years and two
(2) have administrative experience ranging from 13 to 16 years. On the other
hand, five (5) out of eight (8) church-based preschool administrators have
been in the managerial position for a period of one to four years, two (2)
assume administrative functions for a period of five to eight years. This result
connotes that both private and church-based preschool administrators are
neophytes in school management.
Studies on administrative experience showed that principals’ length of
service had a positive influence on their management performance and
clientele’s confidence in the school’s credibility (Mayari, 1994). Their
broadened experience has provided them with the necessary repertoire in
making judicious decisions concerning efficient enrollment procedures,
pupils’ accommodation, school programming and deployment of teachers.
Furthermore, DepEd (DECS Order No. 107, S. 1989) requires that
preschool principals must have at least satisfactory administrative experience
in a kindergarten set-up.
54
Trainings Attended
As set forth in the table, nine (9) out of ten (10) private preschool
administrators have regular training attendance in school level and eight (8)
have irregular training attendance in district level. Much more, six (6) of them
have had training attendance in the division level and seven (7) have had
training attendance in national level both falling under the category of
“sometimes.” There are also seven (7) administrators who had zero training
attendance in international level. In the regional level, however, four (4) have
had either regular or irregular attendance.
In church-based preschools, on the contrary, three (3) out of eight (8)
administrators, have had either irregular or zero training attendance in school
level and regular or irregular training attendance in regional level. Also, four
(4) of them registered zero attendance in both district and national levels and
irregular attendance in division level. Furthermore, six (6) have zero
attendance in international level.
Looking carefully into the frequency of training attendance, it can be
inferred that both private and church-based preschool administrators are
trying their best to attend trainings in the different levels although irregular.
This outcome is in line with the recommendation of Reyes (1981), Lasala
(1985) and Ruiz (1990) that kindergarten school administrators should
55
upgrade their personal and professional development through attendance in
in-service education and off-the-job training sessions.
Attendance to training, as recognized by Gargabite (1998),
complements the professional development of the school managers. It
improves one’s knowledge and skills thereby effecting higher productivity.
Also, it was delineated that through in-service trainings, principals are not
only expected to be abreast with knowledge and skills but also to be updated
of what is going on beyond the scope of their working areas (Manalo, 1992).
Monthly Salary
Six (6) out of ten (10) private preschool administrators receive
adequate salary and four (4) have moderately adequate salary. On the other
hand, five (5) of the eight (8) church-based preschool administrators are
being paid with moderately adequate salary. Two (2) receive salary that is
adequate. For this reason, it can be said that there is a seeming discrepancy
in salary between administrators in private and those in church-based
preschools. The private preschool administrators receive more pay than what
the church-based administrators get. This result may be alluded to the
differing salary scales for administrative personnel being enforced in the two
types of preschool. It is also possible that private preschools provide higher
pay since they, as found out by the researcher, charge their enrollees
relatively higher school fee than their church-based counterparts require.
56
As proven by many studies, the amount of salary is a key factor in job
satisfaction and performance. It has a motivating effect on the employees for
them to stay longer in the firm and to do their best in their work (Gargabite,
1998). In the same footing, O’Brien (1986) noted that economic deterioration
due to poor income carries with it an incalculable change in the mood and
psychological state due to anxiety, distress and poor diet. These effects have
an unquestionable bearing on the work performance of the individual.
Comparison of Administrator Profile
by Types of Preschool
The comparison of profile of the administrators between private and
church-based preschools using Chi-square in Table 2 reveals that
administrators in private and church-based preschools do not significantly
differ in age, sex, civil status, highest educational attainment, specialization,
administrative experience, training attendance in district, division, regional,
national and international levels, and monthly salary. In terms of personal
profile, it is only in training attendance in school level that there is a
significant difference among administrators as evidenced by a computed X²
value of 8.33 being higher than the tabular X² value of 5.99 at five percent
level of significance. Therefore, the hypothesis that there is significant
difference in the profile of administrators in private and church-based
preschools as to training attendance in school level is accepted. This reveals
57
that administrators in private and church-based preschools do not have the
same frequency of training attendance in school level. The result is expected
since almost all private preschool administrators have regular training
attendance in school level, whereas many of those in the church- based have
either irregular or zero attendance. This regularity of training attendance may
be a consequence of the extensive in-house seminars and training sessions
conducted by private preschools and their greater financial capability to
provide their administrators with training opportunities
Profile of Kindergarten Teachers
The profile of preschool teachers furnishes the data regarding age,
sex, civil status, highest educational attainment, specialization, teaching
experience, trainings attended and monthly salary received. Table 3 reflects
the profile of teachers in private and church-based preschools.
On the whole, twenty-one (21) out of thirty-seven (37) preschool
teachers belongs to the age range from 20 to 25 years old. There were thirty-
six (36) female and one (1) male. Unlike the administrators, twenty-five (25)
of the teachers were single. They were unanimous in terms of highest
educational attainment since all of them possess bachelor’s degree. Similar
to that of the administrators as to specialization, sixteen (16) teachers
majored in elementary education. Twenty-seven (27) have been in the
58
Table 3. Profile of teachers of private and church-based preschools
PRIVATE CHURCH-
CHI-
PROFILE
BASED
SQUARE
F P F
VALUE
P
Age
20 – 25 years old
14
70.0
7
41.2
26 – 31 years old
3
15.0
5
29.4
32 – 37 years old
2
10.0
2
11.8
38 – 43 years old
0
0
3
17.6
44 – 49 years old
1
5.0
0
0
Total 20
100.0
17
100.0
6.63ns
Sex
Male
1
5.0
0
0
Female
19
95.0
17
100.0
Total 20
100.0
17
100.0
0.87ns
Civil Status
Single
15
75.0
10
58.8
Married
5
25.0
7
41.2
Total 20
100.0
17
100.0
1.09ns
Highest Educational Attainment
Bachelor’s degree
20
100.0
17
100.0
Total 20
100.0
17
100.0
0
Specialization
Early childhood education
4
20.0
6
35.3
Elementary education
10
50.0
6
35.3
Religious education
0
0
1
5.9
Educational communication
0
0
1
5.9
Mathematics
2
10.0
0
0
Social studies
1
5.0
0
0
English
0
0
1
5.9
Commerce
1
5.0
1
5.9
Music
1
5.0
0
0
Biology
1
5.0
1
5.9
Total 20
100.0
17
100.0
8.21ns
Teaching Experience
1 – 4 years
15
75.0
12
70.6
5 – 8 years
3
15.0
2
11.8
9 – 12 years
1
5.0
1
5.9
13 – 16 years
1
5.0
2
11.8
Total 20
100.0
17
100.0
0.62ns
59
Table 3. Continued …
PRIVATE CHURCH-
CHI-
PROFILE
BASED
SQUARE
F P F
VALUE
P
Trainings Attended
School level
Never
0
0
4
23.5
Sometimes
4
20.0
4
23.5
Always
16
80.0
9
52.9
Total 20
100.0
17
100.0
05.75ns
District level
Never
5
25.0
7
41.2
Sometimes
14
70.0
7
41.2
Always
1
5.0
3
17.6
Total 20
100.0
17
100.0
03.44ns
Division level
Never
6
30.0
10
58.8
Sometimes
13
65.0
4
23.5
Always
1
5.0
3
17.6
Total 20
100.0
17
100.0
06.56**
Regional level
Never
4
20.0
13
76.5
Sometimes
15
75.0
1
5.9
Always
1
5.0
3
17.6
Total 20
100.0
17
100.0
17.88**
National level
Never
6
30.0
15
88.2
Sometimes
14
70.0
1
5.9
Always
0
0
1
5.9
Total 20
100.0
17
100.0
15.98**
International level
Never
19
95.0
17
100.0
Sometimes
1
5.0
0
0
Total 20
100.0
17
100.0
00.87ns
Monthly Salary
Inadequate
2
10.0
1
5.9
Moderately adequate
14
70.0
9
52.9
Adequate
4
20.0
7
41.2
Total 20
100.0
17
100.0
02.00ns
Legend: F – Frequency
* Significant (p ≤ 0.05)
P – Percentage ns Not significant
60
teaching profession for a period between one and four years. Concerning
training, twenty-one (21) of the teachers have had either irregular attendance
in district level or zero attendance in national level. Seventeen (17) have had
either irregular attendance in division level or zero attendance in regional
level. Zero training attendance by thirty-six (36) teachers is recorded in
international level. On the other hand, a regular training attendance by
twenty-five (25) teachers is reflected in school level. In addition, it is set forth
that twenty-three (23) teachers are being paid with a monthly salary that is
moderately adequate (Appendix E).
Age
Fourteen (14) out of twenty (20) private preschool teachers were in
the age bracket between 20 and 25 years and three (3) are 26 to 31 years.
This is quite similar in the case of church-based preschools, where seven (7)
of the seventeen (17) teachers were 20 to 25 years of age, five (5) were
within a range of 26 to 31 years and three (3) were either 38 to 43 years.
With this information, one may infer that preschool teachers in both private
and church-based are very young. This means that the pre-elementary
teaching profession in La Trinidad has people who are energetic and can
contribute more to the development of preschool education. As such, the
preschool teachers have the better chance for personal and professional
enhancement and improvement (Korga, 2001). Conversely, while young age
61
has its positive effects, it has also its negative results. Villorente (2000)
characterized young age in four ways: valuing physical make up more than
wisdom, sexualizing more than socializing, emotional impoverishment more
than emotional flexibility, and mental rigidity more than cognitive adaptability.
The same author also described individuals in this stage to be in the process
of psychological maturity.
The saturation of the Philippine educational system by a massive
number of younger teachers, as reported by Galang (1991), is due to the fact
that most of those who are hired into the practice of teaching come from the
cadre of fresh graduates of teacher education program. This is the logical
outcome of fast graduation rate in teacher education institutions.
Sex
Nineteen (19) private preschool teachers were female. In church-
based preschools, all seventeen (17) teachers were female. Thus, preschool
teachers in La Trinidad are principally female. This is expected since, as
Baliton (1995) observed, females have natural maternal instincts of which
caring for the young is one of them. Such caring connotes a special kind of
relationship to the young. This is corroborated by Yurachai (1987) who
considered kindergarten teaching as an extension of child rearing and
development; hence, it appeals to women both married and single.
62
Similarly, Domingo (1999) noted that the dominance of female
teachers in the Philippines is the natural result of the greater percentage of
female young people who enroll in and graduate from teacher education
institutions. Moreover, it is integral in the Filipino idiosyncrasy that teaching is
monopolistically a feminine task as strongly influenced by the Philippine
home education model in which the child’s basic learning occurred in the
home under the tutelage of the mother (Lardizabal, 1988).
Civil Status
Fifteen (15) of the twenty (20) private preschool teachers were single
and five (5) of them were married. A similar trend is seen in church-based
preschools in which ten (10) out of seventeen (17) teachers were single and
seven (7) were married. This numerous number of single preschool teachers
in both private and church-based is anticipated since majority of them are in
their early twenties. They are too young to get married.
According to Alicias, et al. (1992), single persons do not usually have
familial responsibilities. That is why they enjoy more freedom in disposition
and decision with regard to the performance of their job. Besides, Robbins
(1991) claimed that there are not enough studies to draw any conclusions as
to the effect of marital status on productivity. Mayari (1994) also cited that
civil status of teachers is not contributory to the promotion of better
achievement of pupils.
63
Highest Educational Attainment
All thirty-seven (37) preschool teachers in both private and church-
based only obtained bachelor’s degree. This is anticipated since all of them
have just graduated from college as evidenced by their very young age and
extremely minimal years of teaching experience. Nevertheless, they fulfill the
minimum DepEd requirement (DECS Order No. 107, S. 1989) that a
preschool teacher must possess a baccalaureate degree in education.
Though the preschool teachers have satisfied the minimum
educational qualification, it does not mean that they have to stop in their
professional growth. Echaluse (1998) discovered that educational attainment
of teachers has an effect on the success or failure of the endeavor they
undertake. Teaching competence and educational attainment are
interdependent. This implies that the higher the educational attainment of the
teacher, the better his/her delivery of instruction to the learners.
Specialization
Ten (10) out of twenty (20) private preschool teachers specialized in
elementary education. Four (4) had early childhood education as their
concentration. In the case of church-based preschool teachers, six (6) out of
seventeen (17) majored either in early childhood education or elementary
education. In light of DepEd standard (DECS Order No. 107, S. 1989), most
64
preschool teachers in La Trinidad are therefore lacking the needed expertise
to teach the pre-elementary children. This is tantamount to saying that they
do not have sufficient working knowledge on the unique nature and needs of
preschool children as well as the best principles and practices in early
childhood education.
Perhaps the above result is an indication that teachers whose
specialization is in early childhood education are scarce since the number of
teacher education institutions offering degree program or major in pre-
elementary education is very limited (Banatao, 1997). This holds true even in
the research of Baliton (1991) which showed that preschool teachers in
Nueva Ecija fell short of the required concentration on early childhood
education in their baccalaureate degrees.
Teaching Experience
Fifteen (15) out of twenty (20) private preschool teachers have been
in the teaching profession for a period of one to four years; three (3) ranged
in teaching experience from five to eight years; one (1) had either from 9 to
12 or 13 to 16 years of teaching. The same is true to church-based preschool
teachers, where twelve (12) out of seventeen (17) have been teaching under
a bracket between one to four years and two (2) have had either five to eight
years or 13 to 16 years of teaching experience. This lays bare that preschool
65
teachers in both private and church-based are just commencing in their
teaching career.
The finding is imputable to the fact that most preschool teachers in La
Trinidad are newly hired. In an interview made by the researcher, it was
disclosed that some of the preschool teachers were just appointed to teach
during when the research questionnaire was floated, while others were
teaching in the preschools for almost a year at the time of the study. This
suggests that a fast turnover of teachers is taking place among the
preschools under investigation.
According to Korga (2001), some of the reasons why teachers in most
private schools do not stay longer in the service include low salary and few
benefits as compared to their public school counterparts, lack of security of
tenure, overloaded work, and apparent personalism in superior-subordinate
relation. He also revealed that teachers, especially the beginners in teaching
profession, stay short in private schools only to acquire experience, which
they use as one of their credentials in applying for a teaching item or position
in public schools.
Trainings Attended
Sixteen (16) out of twenty (20) private preschool teachers have
regular training attendance in school level. Fourteen (14) of them have had
irregular training attendance either in district or national level. Irregular
66
attendance by thirteen (13) in division level and by other fifteen (15) in
regional level is also recorded. Nineteen (19) have had zero training
attendance in international level.
Conversely, in church-based preschools, nine (9) out of seventeen
(17) have had regular training attendance in school level. Seven (7) have had
either irregular or zero attendance in district level. A pattern of zero training
attendance is noted in division level by ten (10), regional level by thirteen
(13), national level by fifteen (15) and international level by seventeen (17).
On the basis of the above finding, preschool teachers in La Trinidad
are said to have afforded with trainings though not extensively. The very
reason for this was that the number of participants to trainings or seminars
was limited, but with the responsibility of echoing things learnt to other
teachers. This arrangement was resorted to by most preschools probably
due to financial constraints. It is also possible that no preschool teachers can
substitute for those on training, since most of them are fully occupied with
their teaching loads, which is usually the plight of teachers in private schools.
However, both private and church-based preschools should still seek
to provide their teachers with relevant training. Sameon (2002) stressed that
continuing education is necessary to build up the capability of the teachers
as they carry out the complex task of teaching. It makes them more skillful,
67
knowledgeable, flexible, critical, innovative and creative in their instructional
performance.
Monthly Salary
In private preschools, fourteen (14) out of twenty (20) teachers were
being paid with moderately adequate salary; four (4) received adequate
salary and two (2) received inadequate salary. In contrast, nine (9) out of
seventeen (17) church-based preschool teachers had moderately adequate
salary. Seven (7) received monthly pay that is adequate and one (1) received
inadequate salary. This implies that preschool teachers in both private and
church-based have comparable satisfaction as to the adequacy of the
monthly compensation they receive.
The foregoing outcome can be ascribed to the relatively similar salary
scales that are currently implemented in both types of preschool.
As explained by Echaluse (1998), since teachers require the same
basic necessities of life and have the same desires as all other normal
people, it is possible for them to render maximum service, regardless of
ability and preparation, if their income is sufficient for them to feel
economically secure. Monetary income such as salary has the psychological
effect of giving added power, prestige and passion on the teachers to
perform well above the ordinary level.
68
In the same manner, Gargabite (1998) stated that a teacher needs
adequate salary in order to continue in professional study, to travel and
discover more of the world, to meet his cultural, recreational and civic needs,
and to have a quality living – which are all contributory in bringing to the
classroom an increasingly richer experience.
Comparison of Teacher Profile
by Types of Preschool
A glance at Table 2 demonstrates that no remarkable difference is
established in the characteristics of preschool teachers like age, sex, civil
status, highest educational attainment, teaching experience, training
attendance in school, district and international levels, and monthly salary.
However, significant disparity is observed among teachers by types of
preschools as regards their training attendance in division, regional and
national levels. This is so since the computed X² value in each training level
is higher than the tabular X² value of 5.99 at five percent level of significance.
Hence, the hypothesis that there is significant difference in the profile of
teachers in private and church-based preschools as to training attendance in
division, regional and national levels is accepted. This indicates that
preschool teachers in private and church-based vary as to the frequency of
their training attendance in division, regional and national levels. The
outcome is best explained by the fact that a great majority of private
69
preschool teachers at least attend trainings in division, regional and national
levels as opposite to the majority of church-based preschool teachers whose
attendance is zero in such training levels. In this light, it can be deduced that
private preschools are more able to send teachers to trainings in division,
regional and national levels than church-based preschools.
Philosophy of Kindergarten Education Program
In this study, the respondents were asked to assess as to what extent
their kindergarten education programs emphasize the following philosophies:
pragmatism, which stresses learning activities that are useful and life-like
from which the child learns by actual performance of the activity; gestaltism,
which places importance in unifying the behavior of the child and regarding
him/her as a whole being who needs learning experiences designed to
contribute to his/her all around development; realism, which emphasizes the
value of providing right head start for the child’s formal school attendance
and assistance to him/her as he/she seeks for what is true; and humanism,
which places merit in accepting the child for what he/she is. Table 4 displays
the level of emphasis of philosophies of the kindergarten education program
in private and church-based preschools.
In the over-all picture, it is explicit that all philosophies are very much
emphasized by the preschools in La Trinidad as justified by mean scores that
70
Table 4. Level of emphasis of philosophies of the kindergarten education
program in private and church-based preschools
PRIVATE CHURCH-
t-TEST
PHILOSOPHY
BASED
VALUE
M D M D
Pragmatism. The school stresses
learning activities that are useful and
life-like from which the child learns
by actual performance of the activity.
2.10
ME
2.84
VME
3.62**
Gestaltism. The school places im-
portance in unifying the child’s
behavior and regarding him/her as a
whole being who needs learning
experiences designed to contribute
to his/her all around development.
2.10
ME
2.80
VME
3.39**
Realism. The school emphasizes
the value of providing right head start
for the child’s formal school
attendance and assistance to
him/her in the search for truth.
2.13
ME
2.76
VME
2.97**
Humanism. The school places me-
rit in accepting the child for what
he/she is.
2.13
ME
2.68
VME
2.48**
Over-all Mean
2.11
ME
2.77
VME
Legend: Mean (M) Description (D) ** Highly significant (p ≤ 0.01)
2.34 – 3.00 Very much emphasized (VME)
1.67 – 2.33 Much emphasized (ME)
1.00 – 1.66 Not much emphasized (NME)
are above the category of “much emphasized” (Appendix F). On this account,
it can be assumed that administrators and teachers being implementers of
kindergarten education program are tending to become balance or holistic in
their perspective on child education by emphasizing each of those
philosophies in equal degree. This agrees to the finding of Reyes (1981) that
71
pragmatism, gestaltism, realism and humanism as the philosophies
influencing preschool education in La Union.
The above result is confirmed by the researcher’s actual inspection of
both private and church-based preschools in the municipality.
It was observed that plays, games, simple experiments, constructive
and manipulative activities, and outdoor observations are integrated in
everything the children do. They are taught through first hand experiences
with the use of concrete objects and real things. Besides, the various senses
of the pupils like seeing, touching, smelling, tasting and hearing are tapped in
the teaching of the different subject areas. This “learning through
experiencing” kind of classroom atmosphere abides by pragmatic philosophy.
Pragmatism also finds its expression in the very much attained
cognitive objectives of the program such as identifying body parts,
distinguishing shapes/forms, naming and distinguishing colors, seeing
objects in relation to the position of other objects (in-out, above-under, front-
back), identifying right and left of self, discriminating objects according to
size, length, color and shape, and recognizing numerals at least one up to
ten.
The most often used teaching techniques such as storytelling, role
playing, guessing game, use of radio/tape recorder, observing and describing
likewise adhere to the pragmatist’s philosophy.
72
Another feature of pragmatism in the kindergarten education program
is the inclusion of science and math. Both researcher’s observation and
respondents’ answers reflect that said learning areas are very much
implemented
The gestalt philosophy, on the other hand, is perfectly demonstrated
by preschool teachers’ application of integration. Learning activities or
experiences in the different subject areas are integrated either through
thematic teaching or through content-based instruction. There is fusion
between theoretical and practical learning, active and quite activity, indoor
and outdoor play.
The equal emphasis given to each of the philosophies as well as the
uniform level of attainment of the objectives across the three domains are
also an indication that preschool education in La Trinidad seeks to realize the
gestalt ideal of providing a well-rounded development for the preschool
children.
Side by side with this creative and holistic instructional climate is the
prevalence of basic, formative and mastery learning, which is typical of
realist’s philosophy. As seen by the researcher, teachers in both private and
church-based preschools decisively impart among kindergarten children the
essential knowledge and skills for reading, writing, counting and studying.
That’s why it is no doubt that learning areas such as Communication Arts
73
and Mathematics in the kindergarten education program are assessed to be
very much implemented.
Such basic competencies, however, are acquired by children in a
logical and systematic succession, from simple to complex, one at a time.
They are taught until they are thoroughly understood and mastered. Also, in
the course of instilling them, repetition and rehearsal are usually employed.
For humanistic philosophy, an indication is seen among preschool
teachers providing for learners’ differences. Teaching is often individualized
in order to cater for the varying needs, capabilities and characteristics of their
pupils. According to some preschool teachers interviewed, said mode of
instruction requires extra time and effort on their part.
In addition, teachers in both private and church-based preschools
appear to be “human” in the fullest sense of the word. They provide genuine
concern and care, are patient, considerate, empathetic, more democratic
than autocratic, and apparently are more able to relate easily and naturally to
pupils on either a one-to-one or group basis. They often employ motivation
of any form to spark children’s curiosity and inspire them to learn.
It was noted also that most of the preschools provide pre-instructional
assessment at the start of the school year to determine each child’s
background on which the intra-class grouping of pupils in terms of readiness
and ability is based.
74
Furthermore, the very much attained objectives under the affective
domain and the very much implemented learning areas like Social Living, Art
and Music are a full embodiment of humanism in the kindergarten education
program.
However, the table shows that there is dissimilarity as to the level of
emphasis of all philosophies as brought about by the wide gap in mean
ratings of the two preschools.
Private preschools moderately emphasize pragmatism, gestaltism,
realism and humanism, whereas church-based preschools stress very much
said philosophies. This condition is most likely the effect of greater
awareness and deeper appreciation of the philosophies the church-based
preschool administrators and teachers have than those which the private
preschool administrators and teachers possess. That’s why it is no doubt that
church-based preschool administrators and teachers are so strenuous in
impressing pragmatism, gestaltism, realism and humanism that they have a
“very much” level of emphasis all throughout. Bauzon (1994) supports this
when he said that values which are clearly understood are ones which are
eternally cherished and concretely reaffirmed.
75
Comparison of the Level of Emphasis
of Philosophy by Types of Preschool
Based on the information provided in Table 4, an exceedingly
significant discrepancy with respect to the extent of emphasis of philosophies
such as pragmatism, gestaltism, realism and humanism is proven between
private and church-based preschools. The computed t-value in each
philosophy is higher than the tabular t-value of 2.39 at one percent level of
significance. Therefore, the hypothesis that there is significant difference in
the kindergarten education program between private and church-based
preschools in terms of philosophy is accepted.
As already explained, the significant deviation in the level of emphasis
of philosophy between the two preschools occurs because administrators
and teachers in church-based emerge to be much intensive in emphasizing
those philosophies than administrators and teachers in private. This distinct
passion is due to the differing awareness, appreciation and valuing of the
philosophies by those personnel in the two preschools.
Objectives of the Kindergarten Education Program
The objectives are actually the learning competencies which the
kindergarten education program seeks to develop among pre-elementary
children. They are grouped under three domains, namely: cognitive, affective
and psychomotor. The cognitive competencies include following simple
76
directions, identifying parts of his/her body, distinguishing shapes/forms,
naming and distinguishing colors, speaking clearly in the language he/she
brings to school, gaining more vocabulary, seeing objects in relation to the
position of other objects, identifying right and left of self, discriminating
objects according to size, length, color and shape, classifying objects
according to size and length. Affective competencies, on the contrary, consist
of caring for his/her own personal needs such as dressing, eating, toileting
and grooming, attending to task for increasingly longer period of time,
assuming independent responsibility for completing tasks, sharing and taking
turn, engaging in discussions and activities that include adults and other
children in the classroom, verbalizing feelings related to events in the
classroom and home environment, helping in simple tasks such as clean-up
and serving snacks, identifying and protecting possessions, demonstrating
self-control, getting along well with others and distinguishing right from
wrong/good from bad. However, for psychomotor, the competencies entail
exhibiting well-coordinated movements, exhibiting pre-writing skills and
exhibiting writing skills. Table 5 projects the level of attainment of objectives
of the kindergarten education program in private and church-based
preschools.
Generally, the objectives of the kindergarten education program
among preschools in La Trinidad, regardless of domains, are assessed to be
77
very much attained (Appendix G). The finding implies that the preschools
foster competence in young children relative to all aspects of the self. They
aim to develop at the same time and in equal extent the head, the heart and
the hand of the kindergartners for life-long learning. This is in conformity to
DepEd’s expectation that the objectives of the preschool education should
develop the children in all aspects so that they will be better prepared to
adjust and cope with life situations and the demands of formal schooling
(DECS Order No. 107, S. 1989).
It is also in consonance with Laforteza (1982) in her sentiment that the
learning objectives of the preschool should be the creation of learning
situations that will facilitate growth of the child’s intellect as well as his
physical, social and emotional abilities.
Furthermore, the assessment of objectives across the types of
preschool is very striking the fact that almost all items are given mean ratings
described as very much attained. Thus, both private and church-based
preschools have similar level of attainment of objectives of the early
childhood education program.
However, in the foregoing result, there is one exception. That is the
item on gaining more vocabulary. It has been perceived by private preschool
administrators and teachers as much attained. This particular case is
probably due to the difficulty private preschool teachers encounter in
78
Table 5. Level of attainment of objectives of the kindergarten education
program in private and church-based preschools
PRIVATE CHURCH-
t-TEST
OBJECTIVES
BASED
VALUE
M D M D
Cognitive Domain
Follows simple directions
2.86
VMA
2.80
VMA
Identifies parts of his/her body
2.83
VMA
2.88
VMA
Distinguishes shapes/forms
2.90
VMA
2.80
VMA
Names and distinguishes colors
2.80
VMA
2.84
VMA
Speaks clearly in the language he/she
brings to school
2.36
VMA
2.44
VMA
Gains more vocabulary
2.33
MA
2.64
VMA
Sees objects in relation to the position of
other objects (in-out, above-under, front-
back)
2.63
VMA
2.56
VMA
Identifies right and left of self
2.70
VMA
2.80
VMA
Discriminates objects according to size,
length, color and shape
2.80
VMA
2.64
VMA
Recognizes numerals at least 1 up to 10
2.83
VMA
2.80
VMA
Average Mean
2.70
VMA
2.72
VMA
0.15ns
Affective Domain
Cares for his/her own personal needs
such as dressing, eating, toileting and
grooming
2.63
VMA
2.60
VMA
Attends to task for increasingly longer
period of time
2.70
VMA
2.44
VMA
Assumes independent responsibility for
completing tasks
2.70
VMA
2.56
VMA
Shares and takes turn
2.80
VMA
2.68
VMA
Engages in discussions and activities
that include adults and other children in
the classroom
2.70
VMA
2.52
VMA
79
Table 5. Continued …
PRIVATE CHURCH-
t-TEST
OBJECTIVES
BASED
VALUE
M D M D
Verbalizes feelings related to events in
the classroom and home environment
2.73
VMA
2.72
VMA
Helps in simple tasks such as clean-up
and serving snacks
2.83
VMA
2.60
VMA
Identifies and protects possessions
2.73
VMA
2.56
VMA
Demonstrates self-control: anger, fear,
sadness and happiness
2.60
VMA
2.48
VMA
Gets along well with others
2.83
VMA
2.68
VMA
Distinguishes right from wrong/good
from bad
2.83
VMA
2.72
VMA
Average Mean
2.73
VMA
2.59
VMA
1.26ns
Psychomotor Domain
Exhibits well-coordinated movements
such as walking, kicking, jumping and
running
2.90
VMA
2.72
VMA
Exhibits pre-writing skills such as holding
a pencil or crayon, scribbling and
coloring
2.86
VMA
2.80
VMA
Exhibits writing skills such as printing
number (with/without model), printing
upper case letters (with/without model),
printing lower case letters (with/without
model), drawing simple shape/pattern,
copies part picture (with/without model)
and completing name (with/without 2.83
VMA
2.73
VMA
model)
Average Mean
2.86
VMA
2.73
VMA
1.37ns
Over-all Mean
2.76
VMA
2.68
VMA
Legend: Mean (M) Description (D)
ns Not significant
2.34 – 3.00 Very much attained (VMA)
1.67 – 2.33 Much attained (MA)
1.00 – 1.66 Not much attained (NMA)
80
inculcating new words to kindergartners. Dembo (1981) recognized this by
stating that children under age bracket of two to seven have verbal facility
that is limited only to concepts or objects which they directly see in the
environment. Although the children make rapid cognitive growth at such age
period, they still learn most of the concepts being fed to them without
comprehension. The reason for this is that their cognition is more oriented
toward the concrete.
Nonetheless, said outcome does not have significant effect on the
very favorable, over-all assessment of the program’s objectives
Comparison of the Level of Attainment
of Objectives by Types of Preschool
A glimpse of Table 5 confirms that the findings do establish
congruency in the level of attainment of objectives in three domains between
the two types of preschool. The computed t-value in each objective domain is
lesser than the tabular t-value of 2.39 at five percent level of significance;
therefore, the hypothesis of significant difference is rejected. This manifests
that there is no notable discrepancy in the assessment of the kindergarten
education program in terms of objectives between private and church-based
preschools.
The absence of variance in the level of attainment of objectives is
traceable to the equal perception of private and church-based preschool
81
administrators and teachers. Both groups have the same conviction that
learning competencies specified in the present research are highly
indispensable to be realized toward the total development of the preschool
child. They probably believe also that such objectives are operational of the
philosophies which their kindergarten education emphasizes very much.
Curriculum of the Kindergarten Education Program
This
study
operationally defined the kindergarten education curriculum
as comprising of both learning areas taught and techniques used in teaching.
These curricular components are treated in relation to the level of their
implementation in private and church-based preschools. Table 6 provides for
its pertinent data.
Widely, the curriculum of kindergarten education program in the
preschools of La Trinidad is perceived to be very much implemented. This is
not surprising because learning areas as well as teaching techniques are
given mean ratings described as very much implemented (Appendix H).
Learning Areas
In the combined assessment of private and church-based preschools,
each of the learning areas is rated to be very much implemented (Appendix
H). The same is true per type of preschool.
82
Table 6. Level of implementation of curriculum in terms of learning areas
and techniques of teaching of the kindergarten education program
in private and church-based preschools
PRIVATE CHURCH-
t-TEST
ASPECT
BASED
VALUE
M D M D
Learning Areas
Communication Arts in English
2.86
VMI
2.84
VMI
0.27ns
Communication Arts in Filipino
2.76
VMI
2.00
MI
4.09**
Social Living
2.73
VMI
2.64
VMI
0.73ns
Art
2.96
VMI
2.56
VMI
3.61**
Music
2.96
VMI
2.48
VMI
3.60**
Science
2.83
VMI
2.68
VMI
1.11ns
Mathematics/Numeracy
2.46
VMI
2.44
VMI
0.14ns
Average Mean
2.60
VMI
2.34
VMI
Techniques of Teaching
Storytelling
2.90
VMI
2.72
VMI
1.73**
Dialogue
2.70
VMI
2.32
MI
2.29**
Role playing
2.66
VMI
2.20
MI
2.52**
Guessing game
2.83
VMI
2.36
VMI
3.41**
Use of radio/tape recorder
2.66
VMI
2.08
MI
3.32**
Filmstrips
2.26
MI
1.72
MI
2.48**
Fieldtrips
2.60
VMI
1.72
MI
4.80**
Observing and describing
2.83
VMI
2.56
VMI
1.81**
Average Mean
2.68
VMI
2.21
MI
Over-all Mean
2.64
VMI
2.27
MI
Legend: Mean (M) Description (D)
ns Not significant
2.34 – 3.00 Very much implemented (VMI) * Significant (p ≤ 0.05)
1.67 – 2.33 Much implemented (MI)
1.00 – 1.66 Not much implemented (NMI)
83
The private preschool administrators and teachers perceive that they
implement very much the various learning areas of the kindergarten
education curriculum as indicated by mean ratings ranging from 2.46 to 2.96.
In descending order based on means, the learning areas are: Art, Music,
Communication Arts in English, Science, Communication Arts in Filipino,
Social Living and Mathematics.
Preschool administrators and teachers in church-based, in a similar
way, see the curricular learning areas to be very much implemented.
However, Communication Arts in Filipino is just described as much
implemented. It is the only one among learning areas offered by the church-
based preschools that has the least mean score. This unusual observation
can be ascribed to the lesser attention in terms of time allotment and learning
activities provided by church-based preschools in teaching Filipino language.
May be church-based preschool teachers do not prefer to teach in Filipino
nor use Filipino as medium of instruction because most of them, being
accustomed to talk in different Cordilleran languages, are incapable of
speaking in Filipino fluently. The result runs contrary to the study of Baliton
(1995) where Language Arts in Filipino subject was allotted much time and
taught well in the kindergarten schools in Nueva Ecija.
Besides, albeit Art and Music are assessed to be very much
implemented, comparing their actual mean scores assigned by private and
84
church-based administrators and teachers shows that there is still a
difference. This is virtually the cause of uneven time and learning
experiences being allocated in said subjects by the two preschools.
Nonetheless, the all-inclusive offering of such learning areas as
Communication Arts in English and Filipino, Social Living, Art, Music,
Science and Mathematics and their extraordinary implementation in equal
degree across preschools unfold the reality that kindergarten education
program in La Trinidad is multidisciplinary consistent to its very strongly
exhibited philosophies and objectives. Through Communication Arts, the
preschool children will be helped to express what they think and feel, interact
with their peers and understand the school activities in which they are
engaged (Eliason and Jenkins, 1986). Social Living, on the other hand,
provides them stimulating social experiences among individuals within and
outside their own group and of background different from theirs. This subject
assists the kindergartners to adjust confidently and comfortably with other
people (Baliton, 1995). Creativity, self-expression, imaginative thinking,
aesthetic appreciation and good listening habit are the resultant skills the
preschoolers acquire from studying Art and Music (McDonald and Ramsey,
1982). In Mathematics and Science, however, the young children are offered
with venues to enhance their sensory-perceptual and numeracy abilities
(Baliton, 1995).
85
Techniques of Teaching
The data show that preschools in La Trinidad have utilized storytelling,
dialogue, role playing, guessing game, use of radio/tape recorder, filmstrips,
fieldtrips and observing and describing. In other words, they have employed
a variety of methods in bringing to life the curricular contents or learning
areas. This result is in line with the DepEd standard that varied, carefully
selected and meaningful activities on the basis of interests and capabilities
should be provided to preschool children (DECS Order No. 107, S. 1989).
Hendrick (1996) pointed out that such diversity is necessary if early
childhood education is to cater for the individual differences of the learners,
discover their multiple intelligences and develop them in all facets.
Regardless of types of preschool, it is indicated that story telling
emerges to be the primary technique of teaching used as set forth by its
highest mean rating, while fieldtrips and filmstrips are the secondarily applied
for having lower mean scores (Appendix H). This fits squarely into the finding
of Baliton (1995) who discovered that almost all respondents of her study
utilized storytelling and only few employed fieldtrips and filmstrips. According
to her, storytelling was commonly used because of the appealing and
motivating atmosphere it can provide. Children are very interested and even
ask for more stories. The method elicits responses and creates interaction
among children and teacher making learning informal and homelike.
86
On the other hand, fieldtrips were rarely used due to the expenses
they incur and filmstrips were least used since most of the preschools
investigated did not have educational technology like projector.
An analysis of the different teaching techniques across preschools
reveals that storytelling, guessing game, observing and describing are rated
as very much implemented and filmstrips as much implemented by both
private and church-based preschool administrators and teachers.
However, a clear difference is registered as to the level of
implementation of dialogue, role playing, use of radio/tape recorder and
fieldtrips. In private preschools, those teaching methods were very much
implemented, whereas in church-based preschools, they were just much
implemented. This observation may be the cause of the varying
methodological preferences of teachers in the two preschools. According to
Lardizabal, et al. (1991), what method to use in teaching is determined
largely by the extent of teacher’s methodological knowledge and proficiency
and by the appropriateness of the method itself in relation to learners’ needs
and characteristics, subject matter, teaching objectives, materials and
facilities.
87
Comparison of the Level of Implementation
of Curriculum by Types of Preschool
The comparison of the level of implementation of curriculum in terms
of learning areas and teaching techniques between private and church-based
preschools using t-test is also presented in Table 6.
Regarding the different learning areas, the private and church-based
preschools have symmetrical level of implementation of Communication Arts
in English, Social Living, Science and Mathematics. However, they differ
significantly in carrying out Communication Arts in Filipino, Art and Music
since the computed t-value in each learning area is higher than the tabular t-
value of 1.67 at five percent level of significance. Thus, the hypothesis that
there is a significant difference in curriculum of the kindergarten education
program between private and church-based preschools with respect to
learning areas such as Communication Arts in Filipino, Art and Music is
accepted.
The result is brought about by the gap in mean ratings assigned to the
three learning areas by private and church-based preschool administrators
and teachers. In this context, private preschools appear to provide the said
curricular subjects time and learning activities more extensive than what
church-based preschools furnish.
On the other hand, a consistent trend of remarkable difference
between private and church-based preschools is confirmed in all teaching
88
techniques used. The two groups of preschool vary in the extent of their
application of storytelling, dialogue, role playing, guessing game, use of
radio/tape recorder, filmstrips, fieldtrips as well as observing and describing
as evidenced by the computed t-value in each teaching method that is higher
than the tabular t-value of 1.67 at five percent level of significance. Hence,
the hypothesis of significant difference is accepted.
A divergence in the level of implementation of teaching techniques
between the two preschools occurs because private preschool teachers
emerge to be more inclined in employing storytelling, dialogue, role playing,
guessing game, radio/tape recorder, filmstrips, fieldtrips as well as observing
and describing than church-based preschool teachers. This is probably
brought about by their being knowledgeable and skillful in those methods and
belief that those methods are relevant to the kind of learning condition they
have. That’s why private preschools had higher mean scores relative to the
implementation of the different teaching techniques than church-based
preschools.
Physical Environment of the Kindergarten Education Program
The physical environment of the kindergarten education program
consists of school site, building, classroom size, facilities and activity center
provisions. In this study, school site, building and classroom size are
89
assessed on the basis of the frequency of responses of administrators and
teachers, while facilities and activity center provisions are gauged in regards
to their adequacy through scaled perception of said respondent groups.
School Site, Building and Classroom Size
Table 7 displays the physical environment in terms of school site,
building and classroom size of the kindergarten education program in private
and church-based preschools.
Area of the school site. In sum, twenty-three (23) of the fifty-five (55)
administrators and teachers among preschools in La Trinidad responded that
they have either 500 square meters and less or 1000 square meters and
more land area. Only nine (9) gave feedback that their land area is 501 to
1000 square meters wide (Appendix I). This result suggests that preschools
in La Trinidad, in general, are extremely opposite in terms of land area. They
have either large or small school site.
The same tendency is observed in either type of preschool. As shown,
in both types of preschool, thirteen (13) administrators and teachers in
private and ten (10) administrators and teachers in church-based reported
that their land area is 500 square meters and less. Moreover, twelve (12)
administrators and teachers in private and eleven (11) administrators and
teachers in church-based disclosed that they have 1000 square meters and
more land area. Five (5) respondents in private and four (4) respondents in
90
Table 7. Physical environment in terms of school site, building and class-
room size of the kindergarten education program in private and
church-based preschools
PRIVATE CHURCH-
CHI-
ASPECT
BASED
SQUARE
F P F
VALUE
P
Area of the School Site
0.09ns
500 sq m or less
13
43.3
10
40.0
501 – 1000 sq m
5
16.7
4
16.0
1000 sq m or more
12
40.0
11
44.0
Total 30
100.0
25
100.0
Style/Construction of the
Building
8.19*
Single storey
10
33.3
2
8.0
Double storey
6
20.0
13
52.0
Triple storey
14
46.7
10
40.0
Total 30
100.0
25
100.0
Size of the Classroom
11.32**
10 – 19 sq ft per child
11
36.7
7
28.0
20 – 29 sq ft per child
19
63.3
10
40.0
30 – 35 sq ft per child
0
0
8
32.0
Total 30
100.0
25
100.0
Legend: F – Frequency
* Significant (p ≤ 0.05)
P – Percentage
** Highly significant (p ≤ 0.01)
ns Not significant
church-based answered that their preschools have 501 to 1000 square
meters land area.
The above occurrence is validated by the actual visit of the
researcher, in which she found out that preschools with sufficiently large or
larger school site are kindergartens, which have very significant number of
enrollees and consequently have more income to purchase additional
portions of land. The preschools with small land area, on the other hand, are
91
ones which have low enrollment. They are usually in a leasing contract for
the site which they occupy.
A comparison between private and church-based preschools,
however, reveals that there is no difference existing as to school site. This
means that preschools in both groups have land area in equal extent,
whether extremely large or small.
Nevertheless, a great number of preschools in La Trinidad regardless
of types and extreme variation among them have site area that is within the
requirement stipulated by DepEd (DECS Order No. 107, S. 1989).
Style of the building. Regardless of types of preschool, twenty-four
(24) of the fifty-five (55) administrators and teachers indicated that they have
triple storey building, nineteen (19) reported that they have two storey
building; and twelve (12) revealed that they are being housed in a single
storey building (Appendix I). This shows that a great number of preschools in
La Trinidad are maximizing their school site by having multiple storey
building either because they have small land area or due to their exceedingly
high enrollment. However, it does not necessarily mean that preschool
classes occupy the second and third floors since ocular inspection by the
researcher reveals that preschool classes are being held in ground floor as
usually done in most places. The result therefore agrees with Sciarra and
Dorsey (1990) and Taylor (1989) that preschool building should be free from
92
hazards to meet the needs of children, staff as well as parents and should
facilitate assistance to children in case of an emergency.
Analysis per type of preschool indicates that fourteen (14) of the total
administrators and teachers in private claim that their building is triple storey,
ten (10) answered that they have single storey and six (6) responded that
they are staying in double storey building. On the other hand, thirteen (13) of
the total church-based preschool administrators and teachers answered that
they have two storey building, ten (10) disclosed that they are being housed
in triple storey and two (2) gave feed back that they occupy single storey
building. Thus, private and church-based preschools differ in terms of
building style. This is rooted as mentioned in the preceding paragraph in their
varying land area and enrollment size.
Classroom size. On the whole, twenty-nine (29) of the fifty-five (55)
administrators and teachers of preschools in La Trinidad acknowledge that
their classroom ranges in size from 20 to 29 square feet per child, eighteen
(18) indicate that their classroom is 10 to 19 square feet per child and eight
(8) respond that the size of their classroom is within the bracket between 30
and 35 square feet per child (Appendix I). This lays bare that almost all
preschools in La Trinidad have classroom size which falls short of the
specification that in a preschool classroom, each child must have at least 35
93
square feet of space for extra movement and stimulation of social and
cognitive learning opportunities (Taylor, 1989).
Data across preschools, however, reveal that nineteen (19) of the
thirty (30) private preschool administrators and teachers claimed that their
classroom is 20 to 29 square feet in size and eleven (11) of them answered
that their classroom size ranges from 10 to 19 square feet per child. No one
among them responded that they have classroom size of 30 to 35 square
feet per child. In contrast, ten (10) of the twenty-five (25) administrators and
teachers in church-based preschools noted that the size of their classroom is
20 to 29 square feet per child, eight (8) indicated that their classroom ranges
in size from 30 to 35 square feet per child and seven (7) revealed that they
have classroom size of 10 to 19 square feet per child.
The aforementioned finding demonstrates that private and church-
based preschools are dissimilar in their classroom size. This deviation can be
attributed either to the contrasting number of pupils accommodated per
classroom or to the varying natural physical make up of the classroom itself.
It was observed by the researcher that classrooms built in both private and
church-based preschools are either standard or substandard in their size.
94
Comparison of School Site, Building and Classroom
Size by Types of Preschool
The comparative analysis using Chi-square in Table 7 shows that
there is no significant difference between private and church-based
preschools with respect to the area of their school site. The computed X²
value of 0.09 is lesser than tabular X² value of 5.99 at five percent level of
significance; therefore, the hypothesis of significant difference is rejected.
This confirms the finding that preschools in both groups are symmetrical in
terms of their land area.
On the other hand, private and church-based preschools significantly
vary in their building style and classroom size. As explained previously, this
difference in building style is attributed to the wide gap in their land area and
enrollment size. However, the disparity in classroom size is believed to be
the consequence of unevenness in the number of pupils accommodated per
classroom and irregularity in the actual physical make up of the classroom
itself in the two types of preschool.
Facilities
The level of adequacy of physical environment in terms of facilities of
the kindergarten education program in private and church-based preschools
is set forth in Table 8.
95
Table 8. Level of adequacy of physical environment in terms of facilities of
the kindergarten education program in private and church-based
preschools
PRIVATE CHURCH-
t-TEST
FACILITY
BASED
VALUE
M D M D
Classroom Equipment and Fixtures
2.76
VMA
2.41
VMA
3.44**
Playground and Garden Equipment
2.07
MA
1.60
MA
2.46**
Health Facilities and Provisions for
Safety
2.74
VMA
2.30
MA
4.04**
Library Furniture and Materials
2.63
VMA
2.06
MA
4.53**
Office Equipment and Supplies
2.72
VMA
2.18
MA
4.46**
Over-all Mean
2.58
VMA
2.11
MA
Legend: Mean (M) Description (D)
** Highly significant (p ≤ 0.01)
2.34 – 3.00 Very much adequate (VMA)
1.67 – 2.33 Much adequate (MA)
1.00 – 1.66 Not much adequate (NMA)
The over-all mean suggests that preschools in La Trinidad have very
adequate facilities (Appendix J). In a descending order according to mean
ratings, the facilities include: classroom equipment and fixtures, health
facilities and provisions for safety, office supplies and library equipment,
library furniture and materials and playground garden and equipment. This
result is incompatible to that of Yurachai (1987) in which kindergartens in
Thailand were assessed to have adequate and functional facilities. The same
is true to Baliton (1995) who reported that most preschools in Nueva Ecija
were desperately in need of additional physical provisions.
96
Looking carefully into the assessment by types of preschool, the
private preschools are seen to be very much adequate in facilities.
Administrators and teachers assign mean ratings falling under the category
of very much adequate to classroom equipment and fixture, health facilities
and provisions for safety, office supplies and equipment, and library furniture
and materials. Only the item on playground and garden equipment gets a
mean score described as much adequate.
Contrariwise, the church-based preschools are perceived to have
much adequate facilities. This is evident in the low mean scores they obtain
in health facilities and provisions for safety, office supplies and equipment,
library furniture and materials and playground and garden equipment.
Classroom equipment is an exemption since it is rated as very much
adequate.
In view of the foregoing outcome, it can be concluded that private and
church-based preschools are varied as to the adequacy of their facilities. The
reason for this is that private kindergartens, as opposite to church-based
preschools, have extensively more of the following facilities as indicated by
higher mean scores (Appendix J): classroom equipment and fixtures – shelf;
playground and garden equipment – merry-go-round, slide, sand box, tunnel,
wheeled vehicle, wooden train, rocking boat, balance beam, tire, tree house,
pet cage and aquarium; health facilities and provisions for safety – force
97
pump, lavatory, bathroom, first aid kit, rest area, bed, mat and electric fan;
library furniture and materials – reading table, card catalogue, bookshelf,
dictionary stand, shelf list card cabinet, reference book, professional book
and leisure and fiction book; and, office equipment and supplies – intercom
model, typewriter/computer with printer, filing cabinet, telephone and
calculator/auditing machine. Another cause for this very satisfactory
assessment on the part of private preschools is their stronger financial
capability. They have more funds to provide for such physical facilities than
church-based kindergartens. The third contributory factor is that private
preschools had been established earlier than church-based preschools and
they were able to accumulate and put up better and more facilities.
Comparison of Facilities by Types of Preschool
The comparison of the level of adequacy of facilities across
preschools using t-test is further exhibited in Table 8.
It is noteworthy that in the five categories of facility such as classroom
equipment and fixtures, playground and garden equipment, health facilities
and provisions for safety, library furniture and materials and office equipment
and supplies, an incongruity between private and church-based preschools is
observed. This is evidenced by the computed t-value being higher than the
tabular t-value of 2.39 at one percent level of significance. Hence, the
hypothesis that there is significant difference in physical environment of the
98
kindergarten education program between private and church-based
preschools as to facilities is accepted.
The above result suggests that private preschools have more
sufficient facilities than church-based preschools. This competitive advantage
of private kindergartens in terms of facilities is due to their stronger monetary
capability and their earlier establishment, which enabled them to improve
their physical provisions through the years.
Activity Center Provisions
Table 9 presents the level of adequacy of physical environment in
terms classroom activity center provisions of the kindergarten education
program in private and church-based preschools.
Generally, both private and church-based preschools are assessed to
be very much adequate in their classroom activity center provisions
(Appendix K). This finding suggests that, with such overtly sufficient
resources, preschoolers in La Trinidad have the stimulating and conducive
learning environment which they really need in this early stage of their lives.
Laforteza (1982) stressed that a child learns best when given the opportunity
to explore and discover what he/she is capable of doing. In the preschool,
according to her, the child can express his/her thoughts and feelings without
being shy. This helps him/her grow and mature as a well-rounded individual.
In the same manner, Schiller and Schiller (1991) stated that kindergartners,
99
Table 9. Level of adequacy of physical environment in terms of activity
center provisions of the kindergarten education program in private
and church-based preschools
PRIVATE CHURCH-
t-TEST
ACTIVITY CENTER PROVISION
BASED
VALUE
M D M D
Personal Care and Grooming
2.66
VMA
2.12
MA
3.98**
House and Garden Care
2.61
VMA
2.12
MA
3.56**
Communication Skills/Language Arts 2.80
VMA
2.46
VMA
3.13**
Motor and Creative Development
2.86
VMA
2.33
MA
5.16**
Music
2.23
MA
1.75
MA
2.54**
Sensory-Perceptual and Numeracy
Skills
2.70
VMA
2.70
VMA
4.76**
Over-all Mean
2.64
VMA
2.13
MA
Legend: Mean (M) Description (D)
** Highly significant (p ≤ 0.01)
2.34 – 3.00 Very much adequate (VMA)
1.67 – 2.33 Much adequate (MA)
1.00 – 1.66 Not much adequate (NMA)
being very curious and imaginative, should be given the chance to optimize
and enjoy learning and developing.
However, comparing data between the two types of preschool reveals
that a difference exists. This is anticipated since private preschools are
perceived as having very much adequate classroom activity provisions,
whereas church-based preschools are assessed to be much adequate in
said aspects.
In private preschools, provisions for motor and creative development,
communication skills/language arts, sensory-perceptual and numeracy skills,
100
personal care and grooming and house and care garden are seen to be very
much adequate, except provisions for music, which are assessed as much
adequate. On the other hand, church-based preschools are given a rating of
much adequate in provisions for music, personal care and grooming, house
and garden care and motor and creative development. Only the provisions
for communication skills/language arts and sensory-perceptual and
numeracy skills are described as very much adequate.
The above-mentioned disparity between the two preschools is the by-
product of private preschools having in greater number the following
provisions as indicated by higher mean ratings (Appendix K): personal care
and grooming – mirror, dresser and toothbrush; house and garden care –
shovel, spade, pail, mop, sand table, ironing board, wooden iron, toy
stove/oven, hammer and saw; communication skills/language arts – reading
chart and comic/magazine; motor and creative development – color chart,
coloring book, rough/course surface, fine/smooth surface, paint/crayon and
paint brush; music – castanet, organ, guitar, phonograph/karaoke, radio,
bamboo maracas, coconut maracas and xylophone; and, sensory-perceptual
and numeracy skills – counter, bead, number table, weighing scale and set of
weights. This only shows that private preschools have more budget to
provide their clientele with such learning resources in classroom. Their earlier
101
establishment is another ground why they acquired and have so much
activity center provisions.
Comparison of Physical Environment
by Types of Preschool
A glimpse of Table 9 reveals that private and church-based
preschools differ in the quantity of their provisions in all activity centers for
personal care and grooming, house and garden care, communications
skills/language arts, motor and creative development, music and sensory-
perceptual and numeracy skills. This is so since the computed t-value is
higher than the tabular t-value of 2.39 at one percent level of significance.
The foregoing finding unveils that private preschools are with so much
resources for learning activities in contrary to church-based preschools which
have sufficient enough provisions. This tells that they are better and more
able in providing motivating and interactive teaching-learning climate. The
reason behind is the private schools’ better financial status and older
existence.
102
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This research delved on assessing the kindergarten education
program in private and church-based preschools in the Municipality of La
Trinidad during the school year 2005-2006. The assessment probed into the
profile of administrators and teachers, philosophy, objectives, curriculum and
physical environment of the program in light of the standards of the
Department of Education. Likewise, this study compared the assessment of
the kindergarten education program between the two types of preschool
along the said five areas.
A total of sixteen (16) government-recognized preschools were
included in this study: eight (8) from the private sector and another eight (8)
from the church-based. From these preschools came the eighteen (18)
administrators and thirty-seven (37) teachers who served as the
respondents.
Data needed for the study were generated using survey and
researcher-made questionnaire as the data-gathering method and tool,
respectively. Descriptive statistics, Chi-square and t-test were used in the
analysis of data.
The salient findings of the study are as follows:
103
1. Seven (7) out of eighteen (18) preschool administrators belong to
the young adult group having an age ranging from 32 to 39 years old. Fifteen
(15) were female and eleven (11) were married. Ten (10) of them were
bachelor’s degree holders. Six (6) had elementary education as their
specialization and seven (7) have been working in such capacity as
administrator for a period of one to eight years. As regards to trainings,
eleven (11) of the administrators have had either regular attendance in
school level or irregular attendance in district level. Nine (9) never attended
training in international level. On the other hand, ten (10) of them have had
irregular attendance in division level. Irregularity in attendance by nine (9)
administrators is also observed in national level. Seven (7) administrators
have either regular or irregular attendance in regional level. In terms of
salary, nine (9) administrators received moderately adequate monthly pay.
Administrators in private and church-based preschools do not differ
significantly in age, sex, civil status, highest educational attainment,
specialization, administrative experience, training attendance in district,
division, regional, national and international levels, and monthly salary.
However, a remarkable disparity exists among them in their training
attendance in school level.
2. Twenty-one (21) out of thirty-seven (37) preschool teachers ranged
in age from 20 to 25 years old. Thirty-six (36) were female and twenty-five
104
(25) were single. They were unanimous in terms of highest educational
attainment since every one possesses a bachelor’s degree. Sixteen (16) of
them majored in elementary education. Twenty-seven (27) have been in the
teaching profession for a period between one and four years. Concerning
training, twenty-one (21) of the teachers have either irregular attendance in
district level or zero attendance in national level. Seventeen (17) have either
irregular attendance in division level or zero attendance in regional level.
Zero training attendance by thirty-six (36) teachers is recorded in
international level. On the other hand, a regular training attendance by
twenty-five (25) teachers is reflected in school level. For monthly
remuneration, twenty-three (23) are being paid with a salary that is
moderately adequate.
Comparison of teacher profile between private and church-based
preschools reveals that there is no significant difference among teachers in
their characteristics like age, sex, civil status, highest educational attainment,
teaching experience, training attendance in school, district and international
levels, and monthly salary. Only in their training attendance in division,
regional and national levels, the preschool teachers in private and church-
based differ significantly.
3. Philosophies such as pragmatism, gestaltism, realism and
humanism are very much emphasized by the preschools in La Trinidad.
105
Analysis per type of preschool shows that a highly significant
discrepancy with respect to the extent of emphasis of the four philosophies is
proven between private and church-based preschools. It appears that private
preschools emphasize pragmatism, gestaltism, realism and humanism much,
whereas church-based preschools emphasize said philosophies very much.
4. Objectives of the kindergarten education program categorized
under cognitive, affective and psychomotor domains are assessed to be very
much attained among preschools in La Trinidad.
The t-test, notwithstanding, establishes congruency in the level of
attainment of objectives under the three domains between private and
church-based preschools.
5. The curriculum of kindergarten education program in the preschools
of La Trinidad is perceived to be very much implemented. Its component
aspects such as learning areas and teaching techniques are described as
very much implemented.
Private and church-based preschools have symmetrical level of
implementation of Communication Arts in English, Social Living, Science and
Mathematics. However, they differ significantly in carrying out
Communication Arts in Filipino, Art and Music.
On the other hand, a consistent trend of remarkable difference
between private and church-based preschools is confirmed in all teaching
106
techniques used. The two groups of preschool vary in the extent of their
application of storytelling, dialogue, role playing, guessing game, use of
radio/tape recorder, filmstrips, fieldtrips as well as observing and describing.
6. The physical environment of the kindergarten education program
consists of school site, building style, classroom size, facilities and activity
center provisions.
Preschools in La Trinidad have either large or small school site since
twenty-three (23) of the fifty-five (55) administrators and teachers respond
that they have either 500 square meters and less or 1000 square meters and
more land area; nine (9) indicate that their land area is 501 to 1000 square
meters wide.
However, there is no significant difference established between
private and church-based preschools as to their school site.
Regarding building style, it is noted that twenty-four (24)
administrators and teachers across preschools claim that they have triple
storey, nineteen (19) have two storey building and twelve (12) reveal that
they are being housed in a single storey building.
On the other hand, twenty-nine (29) of the administrators and teachers
of preschools in La Trinidad acknowledge that their classroom ranges in size
from 20 to 29 square feet per child, eighteen (18) indicate that their
classroom is 10 to 19 square feet per child and eight (8) admit that the size of
107
their classroom is within the bracket between 30 and 35 square feet per
child.
In terms of facilities, it is found out that preschools in La Trinidad are
appraised to have very much adequate classroom equipment and fixtures,
playground and garden equipment, health facilities and provisions for safety,
library furniture and materials and office equipment and supplies.
The same as true in the aspect of activity center provisions, where the
preschools are perceived to be very much adequate. They have exceedingly
sufficient materials and supplies for personal care and grooming, house and
garden care, communication skills/language arts, motor and creative
development, music and sensory-perceptual and numeracy skills.
In the four aspects of physical environment such as building style,
classroom size, facilities and activity center provisions, private and church-
based preschools are remarkably diverse.
Conclusions
In light of the results of the study, the following conclusions are
deduced:
1. Primarily, administrators in private and church-based preschools
are young, female, married, bachelor’s degree holders and less experienced
in administrative work. They have elementary education as their
specialization. They receive moderately adequate salary. Concerning
108
trainings, they have regular attendance in school and regional levels,
irregular attendance in division and national levels and zero attendance in
international level. They do not differ in their profile, except in training
attendance in school level.
2. In general, private and church-based kindergarten teachers are
very young, female, single, bachelor’s degree holders and neophytes in the
teaching profession. They have elementary education as their major and
receive monthly salary that is moderately adequate. They have regular
attendance in school and regional trainings, irregular attendance in district
and division trainings and zero attendance in national and international
trainings. In most personal characteristics, they are similar. However, they
are diverse in terms of attendance in school, district and international
trainings.
3. The philosophies of the kindergarten education program in the
preschools, on the whole, are very much emphasized. However, there is
significant difference existing between the two types of preschool since the
private preschools emphasize the philosophies much, whereas the church-
based preschools stress said philosophies very much.
4. The objectives of the kindergarten education program among
preschools are very much attained. Private and church-based preschools in
this area are significantly different.
109
5. The learning areas and teaching techniques as curricular
components of the kindergarten education program are very much
implemented. Private and church-based preschools implement in equal
manner all the learning areas except Communication Arts in Filipino, Art and
Music. Nevertheless, they are dissimilar in their implementation of the
teaching techniques.
6. In terms of physical environment of the kindergarten education
program, private and church-based preschools vary in building style,
classroom size, facilities and activity center provisions. Only in school site,
the two types of preschool are congruent.
Recommendations
Below are the recommendations drawn on the basis of the findings
and conclusions of the study:
1. Additional male teachers should be hired by the preschools. This
will serve as deterrent to the feminization of kindergartens and will provide
preschoolers with a venue for wholistic development especially in the areas
of sex-role behavior and cognitive functioning. This is thought since
researches (Prestone, 1962; Johnson 1972; Brophy and Good, 1974) had
established that boys who are inclined to see the school as a female-oriented
institution would naturally be less interested in classroom routines, which
eventually lead to poorer academic success. Much more, the finding of
110
Doyle, Hancock and Kifer (1972) showed that female teachers overestimate
the achievement potential and intelligence of girls, underestimate the abilities
of boys, and hold lower expectations for boys than for girls of equal ability.
2. Relevance or appropriateness of degree and specialization should
be considered by the preschools in the recruitment of kindergarten teachers.
Applicants with educational background on early childhood education, child
psychology or family life and child development must be preferred.
3. Both private and church-based preschools must initiate personnel
capability building program that will enable administrators and teachers to
pursue graduate or post graduate education or attend in-service trainings in
various levels relative to early childhood education. The said program will be
responsible in scheduling educational leaves, rationalizing workloads and
allocating financial assistance to the recipients of such professional
advancement privilege.
4. The salaries of preschool administrators and teachers, including
fringe benefits, need to be increased to attract a cadre of competent
personnel and to accelerate the quality of work performance.
5. The preschools, especially those which are church-based, should
improve and expand their physical plant. Relevant educational equipment,
facilities and resources, which are insufficient and are not available, should
111
be procured and provided in greater quantity for a more stimulating learning
environment.
6. Since the realization of the above mentioned recommendations are
obstructed by budgetary constraint, a sustainable financing scheme must be
initiated. Putting up income generating projects like canteen, bookstore and
individualized tutorial clinic and leasing out of facilities for camps,
conferences and other functions by outsiders are options to be considered.
7. The preschools need to forge strong partnership among themselves
and with other educational institutions and to engage in a network with other
agencies which share with them same interests for mutual sharing and
sourcing out of resources.
8. To improve kindergarten education program, the Department of
Education should conduct regular ocular visitation, monitoring and
supervision among preschools.
9. For further study, it is suggested that a: a) follow-up of the present
research including a wider scope be made for a more valid result; b) study on
the support systems for the early childhood education of young children and
its social benefits be initiated; c) research on teacher-pupil relationship at the
preschool level and its effect on kindergartners’ personality traits and
academic performance be conducted; and finally, d) scholarly work on
112
learning readiness of young children and its impact on preschool education
be done.
113
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119
Appendix A
Letter of Request to Administer Questionnaire
P. O. Box 14
2600 Baguio City
19 July 2005
The School Head
________________________
________________________
Dear Sir/Madam:
Christian
greetings!
I am a graduate student of the Benguet State University conducting a
research on “KINDERGARTEN EDUCATION IN THE MUNICIPALITY OF LA
TRINIDAD: AN ASSESSMENT.”
In connection with this pursuit, I am seeking your most kind approval
to allow me to administer my questionnaire in your institution. The
respondents of this study are the teachers and the administrator, principal,
department head, supervisor or teacher-in-charge, as the case may be, of
your pre-elementary school.
Rest assured, the information to be generated will be treated with
strictest confidentiality.
I would be profoundly grateful for granting me this request, and I pray
that God would richly bless you.
Very respectfully yours,
(Sgd.) MILAGROS C. PRADO
120
Appendix B
Sample Questionnaire
KINDERGARTEN EDUCATION IN THE MUNICIPALITY
OF LA TRINIDAD: AN ASSESSMENT
PRESCHOOL ADMINISTRATOR’S QUESTIONNAIRE
__________________________
Dear Sir/Madam:
Grace and peace to you!
I am Milagros C. Prado, a master’s student of the Graduate School of the
Benguet State University. I am presently conducting a study entitled
“KINDEGARTEN EDUCATION IN THE MUNICIPALITY OF LA TRINIDAD:
AN ASSESSMENT,” which is in partial fulfillment of the requirements for my
degree Master of Arts in Education with major in Administration and
Supervision.
With the approval of your School Head, I am requesting your cooperation in
filling up this questionnaire as honestly as possible for the said study. The
information which shall be elicited from the questions/items below can be
availed of from documents, records/brochures, interview and observation
whenever necessary.
Rest assured that your responses shall be treated with strictest
confidentiality.
I would appreciate it very much your cooperation and full support. May God
continually bless you!
Very respectfully yours,
(Sgd.) MILAGROS C. PRADO
Researcher
121
SCHOOL’S NAME (Optional): ____________________________________
Please check if the school is: __ Privately Owned __ Church Based
PART I. PERSONNEL PROFILE
A. Position/Designation ______________________
B. Personal Characteristics
______ Age
______Sex
______Civil Status
C. Highest Educational Attainment
Please check the highest degree you have finished.
B.S./B. A.
______
M.S./M. A.
______
Ph.D./Ed.D.
______
Others (please specify) ______
D. Specialization in the highest degree you have finished ____________
E. Administrative Experience in Years __________
F. Trainings Attended
Indicate how frequent is your attendance in trainings/seminars in each level
for the last three years by using the scale below:
3 – Always
2 – Sometimes
1 – Never
Levels of Training
3 2 1
1. School level
2. District level
3. Division level
4. Regional level
5. National level
6. International level
G. Monthly Salary
Please evaluate the adequacy of your salary by using the following scale:
3 – Adequate
2 – Moderately Adequate
1 – Inadequate
3
2 1
Monthly Salary
122
PART II. SCHOOL PROFILE
A. Philosophy
What is/are the educational philosophies emphasized by your kindergarten
education program? Check the level of emphasis on the following
philosophies using this scale:
3 – very much emphasized
2 – much emphasized
1 – not much emphasized
Philosophy 3
2 1
1. Pragmatism. The school stresses learning activities that are
useful and life-like from which the child learns by actual
performance of the activity.
2. Gestaltism. The school places importance in unifying the
behavior of the child and regarding him/her as a whole being who
needs learning experiences designed to contribute to his/her all
around development.
3. Realism. The school emphasizes the value of providing right
head start for the child’s formal school attendance and assistance
to him/her in the search for truth.
4. Humanism. The school places merit in accepting the child for
what he/she is.
5. Others (please specify)
B. Objectives
What are the objectives being sought to realize by your kindergarten
education program in terms of the domains to be attained by the
preschoolers at the end of the kindergarten term? This is a multiple response
item. Please check the level of attainment using this scale:
3 – very much attained
2 – much attained
1 – not much attained
Cognitive Domain
3 2 1
1. Follows simple directions
2. Identifies parts of his/her body
3. Distinguishes shapes/forms
4. Names and distinguishes colors
5. Speaks clearly in the language he/she brings to school
6. Gains more vocabulary
7. Sees objects in relation to the position of other objects (in-out,
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above-under, front-back)
8. Identifies right and left of self
9. Discriminates objects according to size, length, color and
shape
10. Recognizes numerals at least up to 10
11. Others (please specify)
Affective Domain
3 2 1
1. Cares for his own personal needs such as dressing, eating,
toileting and grooming
2. Attends to task for increasingly longer period of time
3. Assumes independent responsibility for completing tasks
4. Shares and takes turn
5. Engages in discussions and activities that include adults and
other children in the classroom
6. Verbalizes feelings related to events in the classroom and
home environment
7. Helps in simple tasks such as clean-up and serving snacks
8. Identifies and protects possessions
9. Demonstrates self-control: anger, fear, sadness and
happiness
10. Gets along well with others
11. Distinguishes right from wrong/good from bad
12. Others (please specify)
Psychomotor Domain
3 2 1
1. Exhibits well-coordinated movements such as walking, kicking,
jumping and running
2. Exhibits pre-writing skills such as holding a pencil or crayon,
scribbling and coloring
3. Exhibits writing skills such as printing number (with/without
model), prints upper case letters (with/without model), prints lower
case letters (with/without model), draws simple shape/pattern,
copies part picture (with/without model), completes name
(with/without model)
4. Others (please specify)
C. Curriculum
C.1 Learning Areas
Please check the level of implementation of the following learning areas by
using this scale:
124
3 – very much implemented
2 – much implemented
1 – not much implemented.
Learning Areas
3 2 1
1. Communication Arts in English
2. Communication Arts in Filipino
3. Social Living
4. Art
5. Music
6. Science
7. Mathematics/Numeracy
8. Others (please specify)
C.2 Techniques of Teaching
Please check the level of implementation of the following techniques of
teaching by using this scale:
3 – very much implemented
2 – much implemented
1 – not much implemented.
Techniques of Teaching
3 2 1
1. Storytelling
2. Dialogue
3. Role playing
4. Guessing game
5. Use of radio/tape recorder
6. Filmstrips
7. Fieldtrips
8. Observing and describing
9. Others (please specify)
D. Physical Environment
D.1 School Site
What is the total area of the school site? Put a check on the space provided.
_____ 500 sq m and less
_____ 501 – 1000 sq m
_____ 1000 sq m and more
D.2 Building
What is the style/construction of the kindergarten building?
____single storey
____double storey
____others (please specify) ____________________
125
D.3 Classroom Size
What is the size of the kindergarten classroom in sq. meters?
____ 10 – 19 sq ft per child
____ 20 – 29 sq ft per child
____ 30 – 39 sq ft per child
Direction: Item numbers D.4 and D.5 and their sub-items will be analyzed
using the following scale:
3 – very much adequate
2 – much adequate
1 – not much adequate
D.4 Facilities
D.4.a Classroom Equipment and Fixtures
Please assess the adequacy of classroom equipment and fixtures by
referring to the scale.
Facility 3
2 1
1.Locker
2.Shelf
3.Chair
4.Table
5.Blackboard
6.Easel board
7.Cabinet
8.Bulletin board
9.Others (please specify)
D.4.b Playground and Garden Equipment
Please assess the adequacy of playground and garden equipment by
referring to the scale.
Facility 3
2 1
1. Swing
2. Seesaw
3. Merry-go-round
4. Slide
5. Wading pool
6. Sandbox
7. Tunnel
8. Wheeled vehicle
9. Wooden train
126
10. Rocking boat
11. Balance beam
12. Tire
13. Tree house
14. Drinking fountain
15. Pet cage
16. Aquarium
17. Others (please specify)
D.4.c Health Facilities and Provisions for Safety
Please assess the adequacy of health facilities and provisions for safety by
referring to the scale.
Facility 3
2 1
1. Comfort room
2. Faucet
3. Force pump
4. Lavatory
5. Bathroom
6. Trashcan
7. First aid kit
8. Rest area
9. Bed
10. Mat
11. Fluorescent lamp
12. Electric bulb
13. Window
14. Electric fan
15. Others (please specify)
D.4.d Library Furniture and Materials
Please assess the adequacy of library furniture and materials by referring to
the scale.
Facility 3
2 1
1. Reading table
2. Armless chair
3. Card catalog
4. Filing cabinet
5. Bookshelf
6. Magazine and newspaper display rack
7. Librarian’s desk and table
8. Typewriter/Computer with printer
127
9. Dictionary stand
10. Shelf list card cabinet
11. Reference book
12. Professional book for teachers and staff
13. leisure and fiction book
14. Magazine and newspaper
15. Others (please specify)
D.4.e Office Equipment and Supplies
Please assess the adequacy of office equipment and supplies by referring to
the scale.
Facility 3
2 1
1. Business form
2. Check writer
3. Intercom model
4. Typewriter/Computer with printer
5. Filing cabinet
6. Dictating machine
7. Indexing equipment
8. Telephone
9. Table and chair
10. Calculator/Auditing machine
11. Others (please specify)
D.5 Activity Center Provisions
By referring to the scale, please assess the adequacy of provisions found in
the following classroom’s activity centers/corners:
D.5.a Personal Care and Grooming
Provision 3
2 1
1. Mirror
2. Dresser
3. Towel
4. Soap
5. Toothbrush
6. Toiletry
7. Others (please specify)
128
D.5.b House and Garden Care
Provision 3
2 1
1. Shovel
2. Spade
3. Pail
4. Sprinkler
5. Basin
6. Mop
7. Sand table
8. Ironing board
9. Wooden iron
10. Broom
11. Plate
12. Spoon
13. Fork
14. Knife
15. Pitcher
16. Glass
17. Cup
18. Toy stove/oven
19. Nail
20. Hammer
21. Saw
22. Scissor
23. Others (please specify)
D.5.c Communication Skills/Language Arts
Provision 3
2 1
1. Letter of the alphabet
2. Story book
3. Reading chart
4. Comic/Magazine
5. Others (please specify)
D.5.d Motor and Creative Development
Provision 3
2 1
1. Color chart
2. Coloring book
3. Rough /course surface
4. Fine/smooth surface
5. Paint/Crayon
129
6. Paint brush
7. Art paper
8. Paste
9. Others (please specify)
D.5.e Music
Provision 3
2 1
1. Castanet
2. Tambourine
3. Piano
4. Organ
5. Guitar
6. Phonograph/Karaoke
7. Radio
8. Cassette tape recorder
9. Bamboo maracas
10. Coconut maracas
11. Xylophone
12. Others (please specify)
D.5.f Sensory-perceptual and Numeracy Skills
Provision 3
2 1
1. Counter
2. Bead
3. Shape/Geometric figure
4. Number card
5. Nature table
6. Weighing scale
7. Set of weights
8. Others (please specify)
130
APPENDIX C
DECS Order No. 107, S. 1989
Republika ng Pilipinas
(Republic of the Philippines)
KAGAWARAN NG EDUKASYON, KULTURA AT ISPORTS
(DEPARTMENT OF EDUCATION, CULTURE AND SPORTS)
November 10, 1989
DECS ORDER
No. 107, S. 1989
STANDARDS FOR THE ORGANIZATION AND OPERATION
OF PRESCHOOLS (KINDERGARTEN LEVEL)
TO: Bureau Directors
Regional Directors
Chiefs of Services and Heads of Units
Schools Division Superintendents
Presidents, State Colleges and Universities
Heads of Private Schools, Colleges and Universities
1. Enclosed are the Standards for the Organization and Operation of
Preschools (Kindergarten Level). Enclosure No. 1 discusses the
philosophy, goals and objectives as well as the legal bases for the
operation of preschools. The Standards come in three parts: Part I – The
Curriculum, Part II – Staff Requirements and Part III – Physical
Environment. Enclosure No. 2 discusses the General Competencies of
Five and Six Year Old Children.
2. While preschool is not yet a part of the educational ladder, the need for
early childhood development has long been felt. The present standards
for preschool education consider the child, the teacher and the school
with the support of the family in maximizing the child’s potentials and his
capacity for learning. The stimulating and meaningful experiences
provided for in the different learning areas will help the child in all aspects
that will make him a socially sensitive, independent, spiritual and rational
131
individual. The teacher is therefore expected to come up with class
program suited to the needs of the children in that particular school.
3. This Order supercedes MECS Order No. 8, S. 1989 “Standards for the
Operation and Organization of Kindergarten Schools.” However, MECS
Order No. 24, S. 1978 “Standards for the Operation of Nursery Classes”
remains enforced.
Immediate dissemination of this Order is desired.
(SGD.)
LOURDES R. QUISUMBING
Secretary
Incls.: As stated
References: MEC Order: (No. 24, S. 1978)
MEC Order: (No. 8, S. 1986)
Allotment: 1-2-3-4-(M.O. 1-87)
To be indicated in the Perpetual Index
under the following subjects:
AMENDMENT
PRESCHOOL EDUCATION RULES AND REGULATION
CURRICULUM
PUPILS
132
(Enclosure No. 1 to DECS Order No. 107, S. 1989)
STANDARDS FOR THE ORGANIZATION AND OPERATION
OF PRESCHOOLS (KINDERGARTEN LEVEL)
Philosophy and Goals
Preschool education is based on the knowledge that each child is a
unique individual with his own biological make-up, interests, capabilities and
ways of viewing the world. He has tremendous capacities for learning. He is
active and understands the world differently from that of an adult. His
language has developed with the acquisition of a wide vocabulary, making
him capable of communicating his ideas and feelings. Motor coordination is
more refined. His value system has become more defined. The preschool
child is always in the process of becoming and therefore, if properly
developed, can become a critical thinker and a socially sensitive, self-
directed, creative, responsible, and caring individual.
With this knowledge about children, preschool should provide a safe
environment where children can explore a variety of actual materials,
equipment and learning experiences suited to their level, for them to
effectively learn. Preschool should recognize individual differences, thus,
respect for the child’s views. The process of learning and the relevance of
learning experiences should be given importance. Realizing that the home,
the school, and the community are important in the child’s education, the
school should coordinate with these institutions so that there is consistency
in their effort of developing the child to the fullest.
The teacher in the preschool should be knowledgeable about children
and how they learn. She should be equipped with necessary knowledge and
attitudes to effectively develop children in all aspects – physical, personal-
social, cognitive and affective.
Preschool education, which includes kindergarten (5-6 years old) must
aim to develop children in all aspects (physical, social, emotional and
cognitive) that they will be better prepared to adjust and cope with life
situations and the demands of formal schooling. By so doing, learning gaps
and dropouts may be avoided or reduced to the minimum.
133
Objectives
1. To develop the child in all aspects (physical, social, moral, spiritual,
emotional and cognitive) so that he may be better prepared to
adjust and cope with life situations within the context of his
experience.
2. To maximize the child’s potential through a variety of carefully
selected and meaningful experiences considering his interests and
capabilities.
3. To develop the child in all aspects so that he becomes a self-
propelling, thinking and contributing individual, able to make
decisions which will prepare him for the more complex demands of
future life.
Legal Bases
Universal Declaration of the Rights of the Child
The child shall enjoy special protection and shall be given
opportunities and facilities, by law and by other means, to enable him to
develop physically, mentally, spiritually, morally and socially in a healthy and
normal manner and in a condition of freedom and dignity. In the enactment of
laws for this purpose, the best interest of the child shall be the paramount
consideration.
The Constitution of the Philippines
The Philippine Constitution (1987) Article XIV, Section 1 provides that
“The State will protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make education
accessible to all.”
Batas Pambansa Blg. 232 (The Education Act of 1982)
Elementary education refers to the first stage of compulsory, formal
education primarily concerned with providing basic education and usually
corresponding to six or seven grades, including preschool programs.
Child and Youth Welfare Code (Presidential Decree 603)
The child is one of the most important assets of the nation. Every
effort shall be exerted to promote his welfare and enhance his opportunities
for a useful and happy life.
134
PART I - THE CURRICULUM
The curriculum focuses on the following areas of development:
Physical Development. This includes gross and fine motor
coordination through play and manipulative activities like games, simple work
and those that develop physical fitness.
Personal-Social Development. This involves skills and behaviors
pertaining to independence and social behavior. It includes development of
health habits and independence in dressing, eating, sleeping and toileting,
relating with teachers, peers and other people through group play/or
interaction. It also deals with the development of the ability to follow rules and
routines.
Learning about the family and other people like the community helpers
is part of the concerns in the area.
Affective Development. This includes experiences that help children
develop love for God, self, others and community.
This also helps the children develop awareness of their feelings and
sense of right and wrong.
Cognitive Development. This includes development in the areas of
communication skills and sensory-perceptual and numeracy concepts and
skills.
Communication skills refer to competencies in expressing one’s ideas
and feelings in both English and Filipino. It includes facility for oral
expression and basic readiness skills of listening, pre-reading and writing.
Sensory-perceptual and numeracy skills includes development of
concepts through the ability to observe, discriminate and see details,
similarities and differences, and to understand, count, read and write
numbers. Development of numeracy involves the development of skills in
describing, pairing, comparing, classifying and ordering (sequencing).
Money value and telling time may be introduced.
Creative-Aesthetic Development. Development in this area includes
exploration of sounds, music and rhythm such as listening to music, creating
songs, singing and creative movements: art activities like exploring the use
of art media such as crayons and paints and drawing fall under this area.
Communication skills activities such as creation of poems, stories and
dramatization are also included here.
135
Learning Areas: A Brief Description
Communication Skills (English and Filipino). These areas provide
carefully selected activities that develop beginning competencies in listening,
speaking, reading and writing.
Listening activities include auditory discrimination and comprehension
such as identifying sounds of animals and things, distinguishing similar from
dissimilar sounds, identifying words that rhyme and noting details in short
selections listened to.
The speaking activities center on the use of simple expressions and
grammatical structures that are necessary for the child to be able to talk
about himself, his family, his personal belongings, things and places and
people in school and his community in 2-3 short sentences. The child is also
expected to recite simple rhymes, jingles and riddles.
Reading includes exercises that develop reading readiness,
recognition of the letters of the alphabet and three-letter words having the
consonant-vowel-consonant pattern through pictures and answering simple
comprehension questions.
Activities for writing include exercises, writing one’s name in block
form.
Numeracy Skills. This learning area provides for the development of
skills like classifying and seriating objects according to size, color and shape.
It also includes activities to develop number concepts from 0 to 20 and
understanding simple addition and subtraction such as:
- adding one-digit numbers with sums not more than 10 using
concrete objects
- subtracting one-digit numbers with minuends not more than using
concrete objects
Sensory-Perceptual Skills. This area provides for the development
of the child’s competency in perceiving characteristics of concrete objects
and events in his immediate environment through the use of the senses
(seeing, hearing, smelling, tasting and feeling). In this curriculum, the
perceptual competencies to be emphasized are the basic skills in observing,
describing (simple), comparing and classifying (one-step). The lessons
designed to develop these skills use simple science and health concepts as
content.
Socio-Emotional Development. This learning area provides activities
that will contribute to the development of the wholesome personality of the
preschool child. He will be exposed to actual situations and vicarious
136
experiences that will help him develop a sense of responsibility and
awareness of right and wrong, concern for others and desirable behavior
toward the Supreme Being, self, others and the community.
It also involves skills and behavior towards the development of health
habits and independence in dressing, eating, sleeping and toileting as well as
experiences that deal with the ability to follow simple rules and routine.
Motor and Creative Development. As a learning area, Motor and
Creative Development includes Art, Music and Physical Education. Rather
than being taught separately, the activities for these subjects are integrated
to help strengthen, enliven, enrich and support other learning areas. The
schedule for Music, Art and movement expression in the classroom need not
be reserved only for scheduled times. Creative and meaningful use of these
activities can be taken up any time of the day.
Art Education is concerned mostly in developing the creative
expression of the child through drawing, painting and manipulative activities.
Alongside with creative expression, aesthetic sense, visual and tactile
perceptions are also developed.
In Music, children’s songs, rhymes and other musical activities are
used to help children enjoy various forms of music and develop their listening
skills. The activities provide opportunities for musical expression of feelings
and learning as well as for appreciation and creativity.
Lessons in Physical Education include movement exploration and
creativity. Games, action, songs, story plays, mimetics and rhythmic activities
are means for children to use their bodies as a medium for learning.
Program of Activities
In order to attain and ensure the holistic development of a
preschooler, a well-planned curriculum and a relative program of activities
such as day-to-day scheduling is necessary, although this will vary according
to each preschool’s approach. What is important is that the expected
competencies based on children’s abilities at this level (see Enclosure No. 2)
are carefully spelled out and that the program is composed of a balance
between active and quiet activities in consideration of the child’s short
attention span at this level and various needs of the body such as rest,
Indoor and outdoor play in the preschool are essential whatever approach
the preschool follows.
Although the medium of instruction for preschool education may be in
English or Filipino or both, the language the child brings to school should be
137
valued. Concepts may be easily learned in the language one understands
and adjustment to school may be facilitated. It may be necessary that such
language be used initially, until such time that the children have attained the
facility and confidence in expressing themselves in English and Filipino.
138
Appendix D
Frequency of Private and Church-based Preschool Administrators’
Responses According to their Socio-demographic Characteristics
PRIVATE CHURCH-
TOTAL
PROFILE
BASED
F P F P F P
Age
24 – 31 years old
2
20.0
4
50.0
6
33.3
32 – 39 years old
5
50.0
2
25.0
7
38.9
40 – 47 years old
2
20.0
0
0
2
11.1
48 – 55 years old
1
10.0
0
0
1
5.6
56 – 63 years old
0
0
2
25.0
2
11.1
Total 10
100.0
8
100.0
18
100.1
Sex
Male
2
20.0
1
12.5
3
16.7
Female
8
80.0
7
87.5
15
83.7
Total 10
100.0
8
100.0
18
100.0
Civil status
Single
4
40.0
3
37.5
7
38.9
Married
6
60.0
5
62.5
11
61.1
Total 10
100.0
8
100.0
18
100.0
Highest Educational Attainment
Bachelor’s degree
4
40.0
6
75.0
10
55.6
Master’s degree
4
40.0
2
25.0
6
33.3
Doctorate degree
2
20.0
0
0
2
11.1
Total 10
100.0
8
100.0
18
100.0
Specialization
Early childhood education
1
10.0
0
0
1
5.6
Elementary education
3
30.0
3
37.5
6
33.3
Educational management
4
40.0
1
12.5
5
27.8
Mathematics
0
0
2
25.0
2
11.1
English
1
10.0
1
12.5
2
11.1
Music
0
0
1
12.5
1
5.6
Family life/child development
1
10.0
0
0
1
5.6
Total 10
100.0
8
100.0
18
100.0
Administrative Experience
1 – 4 years
1
10.0
5
62.5
6
33.3
5 – 8 years
5
50.0
2
25.0
7
38.9
9 – 12 years
1
10.0
0
0
1
5.6
13 – 16 years
2
20.0
0
0
2
11.1
17 – 20 years
1
10.0
1
12.5
2
11.1
Total 10
100.0
8
100.0
18
100.0
139
PRIVATE CHURCH-
TOTAL
PROFILE
BASED
F P F P F P
Trainings Attended
School level
Never
0
0
3
37.5
3
16.7
Sometimes
1
10.0
3
37.5
4
22.2
Always
9
90.0
2
25.0
11
61.1
Total 10
100.0
8
100.0
18
100.0
District level
Never
1
10.0
4
50.0
5
27.8
Sometimes
8
80.0
3
37.5
11
61.1
Always
1
10.0
1
12.5
2
11.1
Total 10
100.0
8
100.0
18
100.0
Division level
Never
3
30.0
1
12.5
4
22.2
Sometimes
6
60.0
4
50.0
10
55.6
Always
1
10.0
3
37.5
4
22.2
Total 10
100.0
8
100
18
100.0
Regional level
Never
2
20.0
2
25.0
4
22.2
Sometimes
4
40.0
3
37.5
7
38.9
Always
4
40.0
3
37.5
7
38.9
Total 10
100.0
8
100.0
18
100.0
National level
Never
1
10.0
4
50.0
5
27.8
Sometimes
7
70.0
2
25.0
9
50.0
Always
2
20.0
2
25.0
4
22.2
Total 10
100.0
8
100.0
18
100.0
International level
Never
7
70.0
6
75.0
9
72.2
Sometimes
1
10.0
2
25.0
3
16.7
Always
2
20.0
0
0
2
11.1
Total 10
100.0
8
100.0
18
100.0
Monthly Salary
Inadequate
0
0
1
12.5
1
5.6
Moderately adequate
4
40.0
5
62.5
9
50.0
Adequate
6
60.0
2
25.0
8
44.4
Total 10
100.0
8
100.0
18
100.0
Legend: F – Frequency
P – Percentage
140
Appendix E
Frequency of Private and Church-based Preschool Teachers’ Responses
According to their Socio-demographic Characteristics
PRIVATE CHURCH-
TOTAL
PROFILE
BASED
F P F P F P
Age
20 – 25 years old
14
70.0
7
41.2
21
56.8
26 – 31 years old
3
15.0
5
29.4
8
21.6
32 – 37 years old
2
10.0
2
11.8
4
10.8
38 – 43 years old
0
0
3
17.6
3
8.1
44 – 49 years old
1
5.0
0
0
1
2.7
Total 20
100.0
17
100.0
37
100.0
Sex
Male
1
5.0
0
0
1
2.7
Female
19
95.0
17
100.0
36
97.3
Total 20
100.0
17
100.0
37
100.0
Civil Status
Single
15
75.0
10
58.8
25
67.6
Married
5
25.0
7
41.2
12
32.4
Total 20
100.0
17
100.0
37
100.0
Highest Educational Attainment
Bachelor’s degree
20
100.0
17
100.0
37
100.0
Total 20
100.0
17
100.0
37
100.0
Specialization
Early childhood education
4
20.0
6
35.3
10
27.0
Elementary education
10
50.0
6
35.3
16
43.2
Religious education
0
0
1
5.9
1
2.7
Educational communication
0
0
1
5.9
1
2.7
Mathematics
2
10.0
0
0
2
5.4
Social studies
1
5.0
0
0
1
2.7
English
0
0
1
5.9
1
2.7
Commerce
1
5.0
1
5.9
2
5.4
Music
1
5.0
0
0
1
2.7
Biology
1
5.0
1
5.9
2
5.4
Total 20
100.0
17
100.0
37
100.0
Teaching Experience
1 – 4 years
15
75.0
12
70.6
27
73.0
5 – 8 years
3
15.0
2
11.8
5
13.5
9 – 12 years
1
5.0
1
5.9
2
5.4
13 – 16 years
1
5.0
2
11.8
3
8.1
Total 20
100.0
17
100.0
37
100.0
141
PRIVATE CHURCH-
TOTAL
PROFILE
BASED
F P F P F P
Trainings Attended
School level
Never
0
0
4
23.5
4
10.8
Sometimes
4
20.0
4
23.5
8
21.6
Always
16
80.0
9
52.9
25
67.6
Total 20
100.0
17
100.0
37
100.0
District level
Never
5
25.0
7
41.2
12
32.4
Sometimes
14
70.0
7
41.2
21
56.8
Always
1
5.0
3
17.6
4
10.8
Total 20
100.0
17
100.0
37
100.0
Division level
Never
6
30.0
10
58.8
16
32.4
Sometimes
13
65.0
4
23.5
17
56.8
Always
1
5.0
3
17.6
4
10.8
Total 20
100.0
17
100.0
37
100.0
Regional level
Never
4
20.0
13
76.5
17
45.9
Sometimes
15
75.0
1
5.9
16
43.2
Always
1
5.0
3
17.6
4
10.8
Total 20
100.0
17
100.0
37
100.0
National level
Never
6
30.0
15
88.2
21
56.8
Sometimes
14
70.0
1
5.9
15
40.5
Always
0
0
1
5.9
1
2.7
Total 20
100.0
17
100.0
37
100.0
International level
Never
19
95.0
17
100.0
36
97.3
Sometimes
1
5.0
0
0
1
2.7
Total 20
100.0
17
100.0
37
100.0
Monthly Salary
Inadequate
2
10.0
1
5.9
3
8.1
Moderately adequate
14
70.0
9
52.9
23
62.2
Adequate
4
20.0
7
41.2
11
29.7
Total 20
100.0
17
100.0
37
100.0
Legend: F – Frequency
P – Percentage
142
Appendix F
Mean Ratings of Philosophies of the Kindergarten Education
Program in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
PHILOSOPHY
BASED
M D M D WM D
Pragmatism. The school stresses
learning activities that are useful and
life-like from which the child learns
by actual performance of the activity.
2.10
ME
2.84 VME 2.43 VME
Gestaltism. The school places im-
portance in unifying the child’s
behavior and regarding him/her as a
whole being who needs learning
experiences designed to contribute
to his/her all around development.
2.10
ME
2.80 VME 2.41 VME
Realism. The school emphasizes
the value of providing the right head
start for the child’s formal school
attendance and assistance to
him/her in the search for truth.
2.13
ME
2.76 VME 2.41 VME
Humanism. The school places me-
rit in accepting the child for what
he/she is.
2.13
ME
2.68 VME 2.38 VME
Over-all
Mean
2.11 ME 2.77 VME 2.41 VME
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much emphasized (VME)
1.67 – 2.33 Much emphasized (ME)
1.00 – 1.66 Not much emphasized (NME)
143
Appendix G
Mean Ratings of Objectives of the Kindergarten Education
Program in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
OBJECTIVES
BASED
M D M D WM D
Cognitive
Domain
2.70 VMA 2.72 VMA 2.71 VMA
Follows
simple
directions
2.86 VMA 2.80 VMA 2.83 VMA
Identifies parts of his/her body
2.83 VMA 2.88 VMA 2.85 VMA
Distinguishes
shapes/forms
2.90 VMA 2.80 VMA 2.85 VMA
Names and distinguishes colors
2.80 VMA 2.84 VMA 2.81 VMA
Speaks clearly in the language
he/she brings to school
2.36 VMA 2.44 VMA 2.40 VMA
Gains more vocabulary
2.33
MA
2.64 VMA 2.47 VMA
Sees objects in relation to the
position of other objects (in-out,
above-under, front-back)
2.63 VMA 2.56 VMA 2.60 VMA
Identifies right and left of self
2.70 VMA 2.80 VMA 2.74 VMA
Discriminates objects according to
size, length, color and shape
2.80 VMA 2.64 VMA 2.72 VMA
Recognizes numerals at least 1 up to
10
2.83 VMA 2.80 VMA 2.81 VMA
Affective
Domain
2.73 VMA 2.59 VMA 2.67 VMA
Cares for his own personal needs
such as dressing, eating,
toileting and grooming
2.63 VMA 2.60 VMA 2.61 VMA
Attends to task for increasingly
longer period of time
2.70 VMA 2.44 VMA 2.58 VMA
Assumes independent responsibility
for completing tasks
2.70 VMA 2.56 VMA 2.63 VMA
Shares and takes turn
2.80 VMA 2.68 VMA
2.74 VMA
Engages in discussions and
activities that include adults and
other children in the classroom
2.70 VMA 2.52 VMA 2.61 VMA
Verbalizes feelings related to events
in the classroom and home
environment
2.73 VMA 2.72 VMA 2.72 VMA
Helps in simple tasks such as clean-
up and serving snacks
2.83 VMA 2.60 VMA 2.72 VMA
Identifies and protects possessions 2.73 VMA 2.56 VMA 2.65 VMA
144
PRIVATE CHURCH-
TOTAL
OBJECTIVES
BASED
M D M D WM D
Demonstrates self-control: anger,
fear, sadness and happiness
2.60 VMA 2.48 VMA 2.54 VMA
Gets along well with others
2.83 VMA 2.68 VMA 2.76 VMA
Distinguishes right from wrong/good
from bad
2.83 VMA 2.72 VMA 2.78 VMA
Psychomotor
Domain
2.86 VMA 2.73 VMA 2.80 VMA
Exhibits well-coordinated movements
such as walking, kicking, jumping
and running
2.90 VMA 2.72 VMA 2.81 VMA
Exhibits pre-writing skills such as
holding a pencil or crayon, scribbling
and coloring
2.86 VMA 2.80 VMA 2.83 VMA
Exhibits writing skills such as printing
number (with/without model), prints
upper case letters (with/without
model), prints lower case letters
(with/without model), draws simple
shape/pattern, copies part picture
(with/without model), completes
name (with/without model)
2.83 VMA 2.73 VMA 2.76 VMA
Over-all
Mean
2.76 VMA 2.68 VMA 2.73 VMA
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much attained (VMA)
1.67 – 2.33 Much attained (MA)
1.00 – 1.66 Not much attained (NMA)
145
Appendix H
Mean Ratings of Curricular Learning Areas and Teaching
Techniques of the Kindergarten Education Program
in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
ASPECT
BASED
M D M D WM D
Learning
Areas
2.60 VMI 2.34 VMI 2.49 VMI
Communication Arts in English
2.86
VMI
2.84
VMI
2.85
VMI
Communication Arts in Filipino
2.76
VMI
2.00
MI
2.41
VMI
Social Living
2.73
VMI
2.64
VMI
2.69
VMI
Art
2.96
VMI
2.56
VMI
2.78
VMI
Music
2.96
VMI
2.48
VMI
2.74
VMI
Science
2.83
VMI
2.68
VMI
2.76
VMI
Math/Numeracy
2.46
VMI
2.44
VMI
2.45
VMI
Techniques of Teaching
2.68
VMI
2.21
MI
2.46
VMI
Storytelling
2.90
VMI
2.72
VMI
2.81
VMI
Dialogue
2.70
VMI
2.32
MI
2.52
VMI
Role playing
2.66
VMI
2.20
MI
2.45
VMI
Guessing game
2.83
VMI
2.36
VMI
2.61
VMI
Use of radio/tape recorder
2.66
VMI
2.08
MI
2.40
VMI
Filmstrips
2.26
MI
1.72
MI
2.01
MI
Fieldtrips
2.60
VMI
1.72
MI
2.20
MI
Observing and describing
2.83
VMI
2.56
VMI
2.70
VMI
Over-all
Mean
2.64 VMI 2.27 MI 2.47 VMI
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much implemented (VMI)
1.67 – 2.33 Much implemented (MI)
1.00 – 1.66 Not much implemented (NMI)
146
Appendix I
Frequency of Private and Church-based Preschool Administrators’
and Teachers’ Responses on Site Area, Building
and Classroom Size of their Preschools
PRIVATE CHURCH-
TOTAL
ASPECT
BASED
F P F P F P
Area of the School Site
500 sq m or less
13
43.3
10
40.0
23
41.8
501 – 1000 sq m
5
16.7
4
16.0
9
16.4
1000 sq m or more
12
40.0
11
44.0
23
41.8
Total 30
100.0
25
100.0
55
100.0
Style/Construction of the
Building
Single storey
10
33.3
2
8.0
12
21.8
Double storey
6
20.0
13
52.0
19
34.5
Triple storey
14
46.7
10
40.0
24
43.6
Total 30
100.0
25
100.0
55
100.0
Size of the Classroom
10 – 19 sq ft per child
11
36.7
7
28.0
18
32.7
20 – 29 sq ft per child
19
63.3
10
40.0
29
52.7
30 – 35 sq ft per child
0
0
8
32.0
8
14.5
Total 30
100.0
25
100.0
55
100.0
Legend: F – Frequency
P – Percentage
147
Appendix J
Mean Ratings of Facilities of the Kindergarten Education
Program in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
FACILITY
BASED
M D M D WM D
Classroom
Equipment
and
Fixtures 2.76 VMA 2.41 VMA 2.60 VMA
Locker
2.20
MA
1.76
MA
2.00
MA
Shelf
2.96 VMA 2.44 VMA 2.72 VMA
Chair
3.00 VMA 2.80 VMA 2.90 VMA
Table
3.00 VMA 2.80 VMA 2.90 VMA
Blackboard
3.00 VMA 2.76 VMA 2.89 VMA
Easel board
2.20
MA
1.92
MA
2.07
MA
Cabinet
2.83 VMA 2.44 VMA 2.65 VMA
Bulletin board
2.93 VMA 2.40 VMA 2.69 VMA
Playground and Garden Equipment
2.07
MA
1.60
NMA
1.86
MA
Swing
2.16
MA
2.12
MA
2.14
MA
Seesaw
2.23
MA
2.08
MA
2.16
MA
Merry-go-round
2.00
MA
1.48 NMA 1.76
MA
Slide
2.63 VMA 2.08
MA
2.38 VMA
Wading pool
1.66
MA
1.44 NMA 1.56 NMA
Sandbox
2.13
MA
1.60 NMA 1.89
MA
Tunnel
2.13
MA
1.52 NMA 1.85
MA
Wheeled vehicle
1.86
MA
1.48 NMA 1.69
MA
Wooden train
1.86
MA
1.44 NMA 1.67
MA
Rocking boat
1.86
MA
1.44 NMA 1.67
MA
Balance beam
2.56 VMA 1.68
MA
2.16
MA
Tire
2.00
MA
1.44 NMA 1.74
MA
Tree house
1.90
MA
1.44 NMA 1.69
MA
Drinking fountain
2.00
MA
1.68
MA
1.85
MA
Pet cage
1.90
MA
1.44 NMA 1.69
MA
Aquarium
2.20
MA
1.48 NMA 1.87
MA
Health Facilities and Provisions for
Safety
2.74
VMA
2.30
MA
2.54
VMA
Comfort room
2.96 VMA 2.76 VMA 2.87 VMA
Faucet
2.73 VMA 2.84 VMA 2.78 VMA
Force pump
2.30
MA
1.68
MA
2.01
MA
Lavatory
2.56 VMA 2.32 VMA 2.45 VMA
Bathroom
2.86 VMA 2.28
MA
2.60 VMA
Trashcan
2.90 VMA 2.68 VMA 2.80 VMA
148
First aid kit
2.80 VMA 2.08
MA
2.47 VMA
Rest area
2.76 VMA 2.00
MA
2.41 VMA
Bed
2.46 VMA 1.88
MA
2.20
MA
Mat
3.00 VMA 2.20
MA
2.63 VMA
Fluorescent lamp
2.96 VMA 2.76 VMA 2.87 VMA
Electric bulb
2.76 VMA 2.44 VMA 2.61 VMA
Window
2.96 VMA 2.60 VMA 2.80 VMA
Electric fan
2.40 VMA 1.68
MA
2.07
MA
Library Furniture and Materials
2.63
VMA
2.06
MA
2.37
VMA
Reading table
2.46 VMA 1.72
MA
2.12
MA
Armless chair
2.33
MA
2.00
MA
2.18
MA
Card catalog
2.63 VMA 1.96
MA
2.37 VMA
Filing cabinet
2.30
MA
1.68
MA
2.01
MA
Bookshelf
2.83 VMA 2.32
MA
2.60 VMA
Magazine and newspaper display
rack
2.86 VMA 2.44 VMA 2.67 VMA
Librarian’s desk and table
2.83 VMA 2.44 VMA 2.65 VMA
Typewriter/Computer with
printer 3.00 VMA 2.56 VMA 2.80 VMA
Dictionary stand
1.90
MA
1.48 NMA 1.70
MA
Shelf list card cabinet
2.43 VMA 1.84
MA
2.16
MA
Reference book
2.73 VMA 1.88
MA
2.34 VMA
Professional book for teachers
and staff
2.63 VMA 1.92
MA
2.30
MA
Leisure and fiction book
3.00 VMA 2.20
MA
2.63 VMA
Magazine and newspaper
2.90 VMA 2.44 VMA 2.69 VMA
Office Equipment and Supplies
2.72
VMA
2.18
MA
2.47
VMA
Business form
3.00 VMA 2.56 VMA 2.80 VMA
Check writer
2.33
MA
2.00
MA
2.18
MA
Intercom model
2.83 VMA 2.32
MA
2.60 VMA
Typewriter/Computer with printer
2.43 VMA 1.84
MA
2.16
MA
Filing cabinet
2.63 VMA 1.96
MA
2.32
MA
Dictating machine
2.86 VMA 2.44 VMA 2.67 VMA
Indexing equipment
2.90 VMA 2.44 VMA 2.69 VMA
Telephone
2.73 VMA 1.88
MA
2.34 VMA
Table and chair
2.86 VMA 2.44 VMA 2.67 VMA
Calculator/Auditing machine
2.63 VMA 1.92
MA
2.30 VMA
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much adequate (VMA)
1.67 – 2.33 Much adequate (MA)
1.00 – 1.66 Not much adequate (NMA)
149
Appendix K
Mean Ratings of Activity Center Provisions of the Kindergarten
Education Program in Private and Church-based Preschools
PRIVATE CHURCH-
TOTAL
ACTIVITY CENTER PROVISION
BASED
M D M D WM D
Personal Care and Grooming
2.66 VMA 2.12 MA 2.42 VMA
Mirror
2.60 VMA 2.20
MA
2.41 VMA
Dresser
2.03
MA
1.56 NMA 1.81
MA
Towel
2.90 VMA 2.44 VMA 2.69 VMA
Soap
2.93 VMA 2.36 VMA 2.67 VMA
Toothbrush
2.63 VMA 1.72
MA
2.21
MA
Toiletry
2.90 VMA 2.48 VMA 2.70 VMA
House and Garden Care
2.61 VMA 2.12 MA 2.39 VMA
Shovel
2.23
MA
1.60 NMA 1.94
MA
Spade
2.30
MA
1.64 NMA 2.00
MA
Pail
2.73 VMA 2.16
MA
2.47 VMA
Sprinkler
2.33
MA
1.68
MA
2.03
MA
Basin
2.66 VMA 2.52 VMA 2.60 VMA
Mop
2.73 VMA 2.28
MA
2.52 VMA
Sand table
2.26
MA
1.60 NMA 1.96
MA
Ironing board
1.93
MA
1.56 NMA 1.76
MA
Wooden iron
2.10
MA
1.56 NMA 1.85
MA
Broom
2.83 VMA 2.72 VMA 2.78 VMA
Plate
2.93 VMA 2.52 VMA 2.74 VMA
Spoon
2.93 VMA 2.52 VMA 2.74 VMA
Fork
2.93 VMA 2.52 VMA 2.74 VMA
Knife
2.86 VMA 2.40 VMA 2.65 VMA
Pitcher
2.86 VMA 2.44 VMA 2.67 VMA
Glass
2.93 VMA 2.36 VMA 2.67 VMA
Cup
2.90 VMA 2.44 VMA 2.69 VMA
Toy stove/oven
2.43 VMA 1.84
MA
2.16
MA
Nail
2.33
MA
2.00
MA
2.18
MA
Hammer
2.73 VMA 1.88
MA
2.34 VMA
Saw
2.66 VMA 1.80
MA
2.27
MA
Scissor
2.86 VMA 2.80 VMA 2.83 VMA
Communication Skills/Language Arts
2.80 VMA 2.46 VMA 2.65 VMA
Letter of the alphabet
2.96 VMA 2.96 VMA 2.96 VMA
150
Story book
2.96 VMA 2.68 VMA 2.83 VMA
Reading chart
2.96 VMA 2.64 VMA 2.81 VMA
Comic/Magazine
2.53 VMA 2.16
MA
2.36 VMA
Motor and Creative Development
2.86 VMA 2.33 MA 2.62 VMA
Color chart
2.90 VMA 2.08
MA
2.52 VMA
Coloring book
2.83 VMA 2.32
MA
2.60 VMA
Rough /course surface
2.60 VMA 2.08
MA
2.36 VMA
Fine/smooth surface
2.63 VMA 1.96
MA
2.32
MA
Paint/Crayon
2.90 VMA 2.00
MA
2.49 VMA
Paint brush
2.93 VMA 2.28
MA
2.63 VMA
Art paper
3.00 VMA 2.56 VMA 2.80 VMA
Paste
3.00 VMA 2.84 VMA 2.92 VMA
Music
2.23 MA 1.75 MA 2.01 MA
Castanet
1.93
MA
1.40 NMA 1.69
MA
Tambourine
2.23
MA
1.80
MA
2.03
MA
Piano
2.13
MA
1.76
MA
1.96
MA
Organ
2.53 VMA 1.80
MA
2.20
MA
Guitar
2.36 VMA 1.92
MA
2.16
MA
Phonograph/Karaoke
2.00
MA
1.64 NMA 1.83
MA
Radio
2.73 VMA 2.20
MA
2.49 VMA
Cassette tape recorder
2.66 VMA 2.36 VMA 2.52 VMA
Bamboo maracas
1.90
MA
1.48 NMA 1.70
MA
Coconut maracas
1.93
MA
1.40 NMA 1.69
MA
Xylophone
2.10
MA
1.52 NMA 1.83
MA
Sensory-perceptual and Numeracy
Skills
2.70
VMA
2.02
MA
2.39
VMA
Counter
2.83 VMA 2.04
MA
2.47 VMA
Bead
2.63 VMA 1.92
MA
2.30
MA
Shape/Geometric figure
2.96 VMA 2.44 VMA 2.72 VMA
Number card
2.93 VMA 2.52 VMA 2.74 VMA
Nature table
2.73 VMA 1.80
MA
2.30
MA
Weighing scale
2.46 VMA 1.72
MA
2.12
MA
Set of weights
2.36 VMA 1.76
MA
2.09
MA
Legend: Mean (M) Description (D)
2.34 – 3.00 Very much adequate (VMA)
1.67 – 2.33 Much adequate (MA)
1.00 – 1.66 Not much adequate (NMA)
151
BIOGRAPHICAL SKETCH
In a little village of Alipangpang, Pozorrubio, Pangasinan, Milagros
Corpuz Prado was born on January 26, 1953 to a couple Juan and Regina
Corpuz.
She completed her elementary education at Pozorrubio Central Pilot
School in 1966 and her secondary education at Pozorrubio High School in
1970.
To fulfill her call to Christian ministry, the researcher attended the
Nazarene Bible College at La Trinidad, Benguet. In 1975, she graduated cum
laude with the degree of Bachelor of Religious Education. After graduation,
she was appointed to serve as the college secretary in her Alma Mater.
While serving in such capacity, she felt the need to further her studies. So,
she enrolled in the teacher education program at the University of Baguio,
where she was conferred with the degree of Bachelor of Elementary
Education in 1993. It was also the second time when she graduated cum
laude.
With the strong encouragement of her husband and constant prodding
by her friends, she found herself studying again. In 1998, she decided to take
up courses leading to Master of Arts in Education. However, her educational
pursuit did not end here. Concurrent with her graduate studies, she attended
152
classes at the Luzon Nazarene Bible College until she finished the Bachelor
of Arts in Theology degree in 2001.
This year 2006 marks the researcher’s 31st year of faithful service
through the educational ministry of the Luzon Nazarene Bible College. She is
so privileged to serve the College in various capacities such as secretary,
treasurer, bookkeeper, dormitory supervisor and part-time instructor.
At the same time, she and her husband are serving the Lord as
pastors of the Church of the Nazarene in Aringay, La Union.
Document Outline
- Kindergarten Education in the
Municipality of La Trinidad: An Assessment
- BIBLIOGRAPHY
- ABSTRACT
- TABLE OF CONTENTS
- INTRODUCTION
- Background of the Study
- Statement of the Problem
- Objectives of the Study
- Significance of the Study
- Scope and Delimitation of the Study
- REVIEW OF LITERATURE
- Personnel Requirements
- Philosophy
- Objectives
- Curriculum
- Physical Environment
- Summary of Reviews
- Conceptual Framework
- Operational Definition of Terms
- Hypotheses of the Study
- METHODOLOGY
- Locale and Time of the Study
- Respondents of the Study
- Instrumentation
- Data Gathering Procedure
- Statistical Treatment of Data
- RESULTS AND DISCUSSION
- Profile of Kindergarten Administrators
- Profile of Kindergarten Teachers
- Philosophy of Kindergarten Education Program
- Objectives of the Kindergarten Education Program
- Curriculum of the Kindergarten Education Program
- Physical Environment of the Kindergarten Education Program
- SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
- Summary
- Conclusions
- Recommendations
- LITERATURE CITED
- APPENDICES
- BIOGRAPHICAL SKETCH