Thesis Body2 Child Developmental Activities

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CHAPTER I
THE PROBLEM
Introduction
History had proven that education is the only road which leads
people to reach their full potential. Education is an essential right which
permits each person to receive instruction and to blossom socially. It also
consists of a form of learning that is necessary for the development of
one’s personality and identity as well as his physical and intellectual
capabilities. It permits the transmission of common principles to new
generations and the conservation and perpetuation of social values.
Likewise, education contributes to the flourishing of individuality as its
ultimate objective is the improvement of a person’s quality of life.
The right to an education is a fundamental and universal right. It is a
human right which ought to be accessible to everyone without any
discrimination. Children at a very young age should enjoy this right. All
children must be able to go to school and thereby benefit the same
opportunities to build a better future. Additionally, educational institutions
must be equally gratuitous so that children from disadvantaged
environments will be able to enjoy their right to an education. It is the
responsibility of the government to guarantee each child’s right to an

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education. Moreover, efforts must be focused on primary instruction so as
to make schools accessible and free for all children and thus enable them
to learn to read and write.
A worldwide movement towards ensuring education for all was
launched through a commitment to attain the six Education for All (EFA)
goals and the eight Millenium Development Goals (MDGs) which are the
two most important frameworks in the field of education. The goals are
driven by the desire to provide the right to education pursuant to Article 26
of the 1948 Universal Declaration of Human Rights which states that
everyone has the right to education. These also recognize that education
is not only a right but a passport to human development. It will open doors
and expand opportunities and freedoms. It will contribute to fostering
peace, democracy and economic growth as well as improving health and
reducing poverty towards sustainable development.
As one of the countries who affirmed in the declaration of the World
Education for All goals, Philippines laid out its Philippine EFA 2015 Plan
which is a vision and a holistic program of reforms of the country to
achieve an improved quality of basic education for every Filipino by 2015.
The central goal of the Philippine EFA 2015 Plan is basic competencies for
all that will bring about functional literacy. Ensuring that every Filipino has
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the basic competencies is equivalent to providing all Filipinos with the
basic learning needs or enabling all Filipinos to be functionally literate
which means having the complete range of skills and competencies –
cognitive, affective and behavioral which enables individuals to live and
work as human persons, develop their potentials, make critical and
informed decisions and function effectively in the society within the context
of their environment and that of the wider community in order to improve
the quality of their lives and that of the society.
The Philippine EFA 2015 Plan enlisted nine critical tasks which are
considered to be strategic among many other important possible actions to
address the urgent task of at least coming close to achieving EFA by 2015.
One of these tasks is curriculum development to continuously enrich the
curriculum in the context of the pillars of new functional literacy. With this,
curriculum and instruction will continue to require research and
development as knowledge expands, social demands change, educational
practices evolve and people’s goals and aspirations arise.
To contextualize this task and to cope up with the global demands,
Philippines adopted the K-12 Basic Education Program. This major
overhaul in the educational system is in response to the global need of
providing a worldwide recognized quality of education. The K-12 Basic

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Education Program aims to provide every Filipino children with the
education they need to compete in a global context. With the new 12-year
curriculum in place, future Filipino students will be ready and better
equipped to join overseas universities at the undergraduate level making
the country an attractive recruitment destination.
Thus, without any hesitation, President Benigno Aquino III, in May
2013, signed into law the Basic Education Curriculum that will see a
mandatory Kindergarten year and two additional senior high school years
added to what was a 10-year education curriculum to make basic
education 12 years. The program was adopted not only in schools in the
Philippines, but also in Filipino schools abroad that follow the department’s
curriculum. Accordingly, the goal of the new curriculum is to give Filipino
students enough time to master skills and concepts so that they are ready
for tertiary education when the time comes.
One of the major changes with the adoption of the K-12 Basic
Education Curriculum is that Kindergarten education which was previously
optional became mandatory and compulsory for children aged 5 before
entrance to Grade 1. This is supported by the enactment of Republic Act
No. 10157 known as Kindergarten Education Act making Kindergarten an
integral part of the basic education system of the country. As stated in RA

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10157, it is now a policy of the state to provide equal opportunities for all
children to avail of accessible mandatory and compulsory Kindergarten
education that effectively promotes physical, social, intellectual, emotional
and skills stimulation and value formation to sufficiently prepare them for
formal elementary schooling.
Based on the same act, Kindergarten is vital to the academic and
technical development of a Filipino child for it is the period when the young
mind’s absorptive capacity for learning is at its sharpest. With the
universal Kindergarten Act, every Filipino child now has access to early
childhood education. At 5 years old, children start schooling and are given
the means to adjust to formal education. Research support that this is the
period of greatest growth and development, when the brain develops most
rapidly and almost at its fullest. It is also the stage when self- esteem,
vision of the world and moral foundations are established.
Teachers/parents/caregivers/adults should therefore be guided to facilitate
explorations of young learners in an engaging and creative curriculum that
is developmentally appropriate which immerse them in meaningful
experiences. Provision of varied play-based activities leads them to
becoming emergent literates and, helps them to naturally acquire the
competencies to develop holistically. Pupils are able to understand the

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world by exploring their environment as they are encouraged to create and
discover, that eventually leads them to becoming willing risk takers and
ready to tackle formal school works.
Moreover, the researcher deemed it necessary to determine the
status of the implementation of Kindergarten curriculum especially now
that Kindergarten is already part of the basic education cycle. The
researcher thought it is timely to do so to identify the strengths and
weaknesses therein to enhance its implementation. The researcher’s
strong desire to provide quality Kindergarten education impelled her to
embark on this research work for the Division of Lipa City.
Statement of the Problem
This study aimed to determine the status of implementation of
Kindergarten Curriculum in public elementary schools in the Division of
Lipa City as basis for proposed child development activities.
Specifically, it sought answers to the following questions posited:
1. How do administrators and Kindergarten teachers assess the
implementation of Kindergarten Curriculum in terms of:
1.1. content and suitability;
1.2. readiness of children;
1.3. availability of instructional materials and facilities;

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1.4. teachers’ skills and competencies; and
1.5. parental involvement?
2. How do the assessments of the two groups compare? Is there a
significant difference?
3. What are the problems met by the teachers in the implementation
of Kindergarten curriculum as a whole?
4. How may the problems be addressed?
5. What child development activities will help strengthen the
implementation of Kindergarten Curriculum?
Scope, Delimitations and Limitations of the Study
This study focused on determining the status of implementation of
Kindergarten Curriculum in public elementary schools in the Division of
Lipa City, as an input for proposed child development activities to enhance
its implementation in the division. Specifically, it attempted to uncover the
level within which the schools in the division is implementing the curriculum
in terms of content and suitability; readiness of children; availability of
instructional materials and facilities; teachers’ skills and competence; and
parental involvement.
Moreover, this determined whether a significant difference exists
between the assessments made by Kindergarten teachers and school

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administrators on the level of implementation of the curriculum considering
the research variables. Similarly, the problems met by the teachers in the
implementation of Kindergarten Curriculum as a whole were identified.
Upon identification, this study also discussed how the problems were
addressed.
All the data gathered substantiated the proposed child development
activities which aim to enhance the implementation of Kindergarten
Curriculum in the division. With this end, this study followed the descriptive
research design using purposive sampling. A researcher-made
questionnaire was used as the main data gathering instrument which was
supplemented by interview. Relevant bits of information which were
gathered were analyzed using frequency count, weighted mean, ranking
and t- Test.
The study was delimited to Volunteer Kindergarten Teachers (VKT)
and Kindergarten teachers and administrators from private schools in the
Division of Lipa City. Likewise, the assessment of the status of
implementation of Kindergarten Curriculum dealt only with the research
variables considered.
Meanwhile, this was limited to school administrators and
Kindergarten teachers of public elementary schools in the Division of Lipa

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City. Further, this research work prioritized Kindergarten teachers who are
holding national item because they have greater and longer involvement
and experience in teaching and implementing the curriculum in
Kindergarten.
Significance of the Study
The early years of a child’s life are crucial in creating a foundation for
life-long learning and success. Schools must be prepared to support and
respond to all children’s individual needs because children arrive at
Kindergarten with a wide range of experiences and competencies which
they exhibit across multiple learning areas. Thus, there is a need to
provide and ensure a rich curriculum for Kindergarten education. This
study which aimed to determine the status of implementation of
Kindergarten Curriculum and identify the problems met by teachers as
inputs for proposed child development activities may provide significance
for the following.
To the educational leaders. Primarily, superintendent, assistant
superintendent, area supervisors and district supervisors will gain a
general view of the implementation of Kindergarten Curriculum in the
Division of Lipa City. This study will also provide them substantial inputs of
the strengths and weaknesses of the curriculum implementation which

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could be a significant springboard for the programs, projects and activities
which they plan to design and implement in order to upgrade Kindergarten
education in the Division of Lipa City.
To the school heads. This research work may serve as a pertinent
input in designing school-initiated interventions in order to enhance the
implementation of Kindergarten curriculum at the school level. Likewise,
this will give insights on how school heads will give technical assistance to
their teachers after identifying the problems met by them in implementing
the curriculum.
To the Kindergarten teachers. This will help Kindergarten teachers
strengthen their skills in order for them to act upon the challenge of
providing education to children at the most critical stage of learning and
development. Further, it will help them assess themselves and identify the
areas where they need improvement or assistance from immediate heads.
To the Kindergarten parents. Since this study covers parental
involvement in the implementation of Kindergarten Curriculum, parents will
gain a deeper understanding of their roles in supporting their children’s
education.
To the Kindergarten pupils. The goal of this study is to come up with
child development activities congruent with the implementation of

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Kindergarten Curriculum. In this regard, Kindergarten pupils will gain
benefits as they develop themselves physically, emotionally, mentally,
spiritually and socially by performing the designed activities.
To the future researchers. The result of this study may provide other
researchers the valuable materials which could be utilized by them in the
conduct of their similar studies in the future.

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CHAPTER II
REVIEW OF LITERATURE
This chapter presents the conceptual and research literature which
the researcher was able to gather in the attempt of collecting data which
were found to have some bearings with the study. Synthesis, theoretical
and conceptual framework and definition of terms were also done for better
comprehension.
Conceptual Literature
The concepts and theories which were considered relevant to this
study were presented hereunder.
Kindergarten Curriculum in the K-12 Program. According to
Graue (2011), Kindergarten, historically was a children’s garden which is a
place to interact for the first time with the group of age mates and to learn
basic skills through play. However, because of the increasing numbers of
working mothers, single- parent families and strict welfare regulations,
many children begin having group experiences in child care program or
family child care home at a much earlier age. It was also the case that
children are not getting adequate education to compete in a global market
hence, schools began to make the transition from the children’s garden to
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curriculum escalation and academic trickle-down. While the trend towards
focusing on academic skills continues at a fast pace, early childhood
professionals argue for a more integrated curriculum that addresses the
developmental needs of each child.
Subsequently, children go through many transitions throughout their
lives, but one of the most important transitions is the one from a preschool
program to Kindergarten. During this period, behavior is shaped and
attitudes are formed that will influence children throughout their education.
Children’s transitions are most strongly influenced by their home
environment, the preschool program they attend and the continuity
between preschool and Kindergarten.
In the Philippines, as cited in the Standards and Competencies for
Five-Year Old Filipino Children issued by the Department of Education in
2013, Kindergarten was made compulsory and mandatory entry stage to
basic education through the enactment of Republic Act 10157 or The
Kindergarten Education Act which was signed into law by President
Benigno Aquino III on January 20, 2012. Section 2 of this Act provides that
all five-year old children shall be given equal opportunities for Kindergarten
education to effectively promote their physical, social, emotional and
intellectual development, including values formation so they will be ready

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for school. For public schools, the Kindergarten education program will be
free of tuition and other school fees.
In addition, the said DepEd issuance mentioned the strong advocacy
of the department for early childhood education through various programs
for preschoolers. DepEd further strengthens this through the inclusion of
Kindergarten in the K to 12 Basic Education Program of the country. It was
likewise stated that DepEd believes that Kindergarten is a transition stage
between informal literacy and formal literacy. Also, it recognizes
Kindergarten as a period of greatest growth and development when the
brain develops most rapidly, almost at its fullest. It is a period when
walking, talking, self-esteem, vision of the world and moral foundations are
established. Children at this stage should be immersed with activities,
games and plays to naturally acquire the appropriate skills/ competencies
appropriate for their holistic development as emergent literates and be
ready for formal school.
Furthermore, pursuant to Section 7.2 of the Implementing Rules and
Regulations (IRR) of Republic Act No. 10157 otherwise known as The
Kindergarten Education Act, the Department of Education (DepEd) through
the Bureau of Elementary Education (BEE) shall continue to develop a
Kindergarten Education General Curriculum (KEGC). The KEGC shall

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include standards and competencies expected of five-year old children
along developmental domains. It shall focus on the child’s total
development according to his/ her individual needs and socio-cultural
background. The curriculum shall likewise promote the delivery of
complementary, integrative services for cognitive development, health and
safety, care, nutrition, sanitation, psycho-social-emotional, cultural and
values formation activities. Provided, it shall ensure to maximize at least
three hours in managing the blocks of time with daily-planned activities.
Provided further, that the curriculum shall be executed in a play-based
manner through active learning experiences making children feel that
learning can be enjoyable and meaningful.
The curriculum shall take into account the distinctive features of
children’s physical, social, emotional and cognitive functioning appropriate
to their age, developmental stage and the culture and values of their
environment: family, school and community. In furtherance, the curriculum
shall be inclusive to address the unique needs of diverse learners. Among
these are Headstart Curriculum for the Gifted, Early Intervention
Curriculum, Kindergarten Madrasah Curriculum, Indigenous Peoples
Education Curriculum and Catch-Up Kindergarten Curriculum. This is
because the curriculum features inclusiveness of Kindergarten education

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in order to cater to the needs of the learners with special needs: the gifted,
those with disabilities and other diverse learners.
The Headstart Curriculum for the Gifted refers to a comprehensive
program for the gifted and talented pupils in public elementary schools
designed to address the educational, aesthetic and social needs of
children who manifest superior intelligence beyond their chronological age.
It shall provide a variety of learning experiences that are over and above
that of the general curriculum and shall be intellectually challenging,
complex and abstract while developing self-confidence and the ability to
get along with others. Early Intervention Curriculum, on the other hand, is a
program designed for children who are identified with special educational
needs. The program provides services that will arrest further handicapping
conditions of children with disabilities. This intervention could either be
home-school or community-based. This shall be made individualized and
modified to suit the unique needs of children with disabilities. Options may
range from regular, modified and special curriculum with adaptations,
alterations or augmentations in structures, content, approaches, strategies
and materials using augmentative and alternative communication system
as well as behavior management techniques.
Kindergarten Madrasah Curriculum provides Arabic Language and

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Islamic Values Education (ALIVE) for Muslim pupils enrolled in the public
schools. Meanwhile, Indigenous Peoples Education Curriculum caters
educational services acceptable to indigenous peoples in general and to
specific communities in particular, and shall be localized to suit the unique
needs of learners relevant to their worldviews, conditions, needs,
indigenous knowledge systems and practices. It ensures the preservation,
recognition, promotion and protection of the rights of indigenous people,
their ancestral domain, cultural identity and heritage. It incorporates special
needs, histories, identities, languages, indigenous knowledge systems and
practices and other aspects of culture as well as their social, economic and
cultural priorities and aspirations.
Lastly, the Catch-Up Kindergarten Curriculum consists of readiness
skills and developmentally appropriate practices to develop the social,
motor and other critical skills that the child would have learned or acquired
from GKEP where if not for the especially difficult circumstances, such as,
but not limited to, chronic illness, displaced children due to armed conflict,
urban resettlement, disasters and child labor practice, who are not able to
finish the General Kindergarten Program.
According to K to 12 Basic Education Primer (2012), Kindergarten
Curriculum should recognize the central role of play in young children’s

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learning and development. Kindergarten teachers use spontaneous play
as a natural way of teaching-learning in all domains of development:
physical, motor, social, emotional and cognitive. There are no formal
subjects in Kindergarten. Instead, there are six domains namely values
education; physical health and motor development; social and emotional
development; cognitive development; creative arts; and language literacy
and communication. The teaching of Kindergarten employs the integrative
approach to ensure that no learning domain is taught in isolation.
Teaching-learning activities are play-based considering the developmental
stage of kindergarteners.
According to Rathbun & Hauskin (2011), most kindergarteners want
to learn all about the world and how it works. Kindergarten teachers often
build on this enthusiasm by offering projects that encourage children to
delve deeper into the areas that interest them. Children may make life-size
tracings of themselves as they learn about the human body, or study
animal habitats by researching information about the class pet. Many
Kindergarten classrooms offer more formal learning and traditional school
experiences than preschool. But Kindergarten is still intended to stimulate
children’s curiosity to learn more about the world around them. It’s the job
of the Kindergarten teacher to help children become comfortable working

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in a classroom setting and to introduce some basic literacy and math-
related skills in the midst of their important discoveries.
More so, Kindergarten children notice that words are all around them
like in books, at the supermarket, at the bus stop and in their homes.
Furthermore, they play with language by creating silly rhymes and
nonsense words. While this is usually great fun, it is also a very important
step in learning to read. Further, teachers read a variety of poems, stories
and non-fiction books aloud to children. Kindergarten children learn that
letters and sounds go together to form words and how to identify alphabet
letters and their sounds. Many Kindergarten children are expected to read
words by the end of the year.
Counting cubes, number rods and other math materials help
kindergarteners work with a larger set of numbers. Children also begin to
use physical materials to solve simple addition and subtraction problems
like how many cookies were left after they shared some with friends. They
will learn about time, using tools like clocks and calendars regularly in the
classroom. While they are not fully able to tell time or even realize exactly
what a month or second is, they will begin to understand that one
measures a longer amount of time, and the other a short amount.
In Kindergarten, Shepard and Smith (2008) observed that children

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learn about plants and animals and explore the weather and seasons.
Teachers use simple science experiments to introduce children to the
process of scientific inquiry. Kindergarteners are now capable of
remembering more information and using it to make connections between
things. Separation and identification of toy animals into groups such as
those that are found on the land, sea or sky; or animals that hatch from
eggs and animals that do not.
Also, kindergarteners are ready to expand their world beyond their
homes and classrooms to the larger neighborhood or community. They
learn more about the rules that help people get along with each other. Not
only that, they may begin to form opinions on issues and understand that
others may have different points of view like noticing that a classmate did
not get a turn during a game and letting the teacher know. Kindergarteners
have grown a lot since their preschool days and are becoming more
graceful and coordinated. In addition, they have grown intellectually and
can focus on tasks for longer periods of time. Social development is
evident in their skills in making friends and working in a group. As a result,
they have become complex thinkers and are better able to understand
detailed answers to many questions they have about the world.
As a whole, kindergarteners learn best by active, hands-on

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exploration and discovery. The make sense of the world by experiencing it
physically. They often wonder about complex abstract concepts that they
may not be ready to fully comprehend. Their curiosity is further awakened
when they look at a globe and wonder why people don’t fall off the bottom
of the Earth, because they are not able to really understand the concept of
gravity then may imagine that it is possible to stand on a cloud, even
though they know that it’s made of water droplets.
Personal and Professional Qualities of Kindergarten Teachers.
Teaching is viewed as the noblest profession in the world. It produces all
other professions one could think of. According to Wayant (2008), teaching
is one of the most crucial, responsible and important professions since it
requires communicating knowledge and guiding of the intellectual
development of the human beings. Wayant added that the purpose of
teaching is the communication and spread of the right ideas and
intellectual values, which means the creation of culture. Teachers can then
help create a good culture particularly in the school, which is hoped to
influence the home of their students and the society where they also
belong. A successful culture provides an avenue for highly competent
individuals to be engaged, challenged, motivated to exercise their talents
and impact their organization.

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Teachers, in general, are respected for their image as the source of
information and facilitator of one’s intellectual development. Teachers
make a difference in each child’s life and affect each family and the future
of every one. Given this responsibility of teachers, their preparation or
formation, which is a responsibility of Teacher Education Institutions (TEIs)
is critical.
At the helm of the teaching profession are the teachers. In the
Philippines, teachers as stated in Republic Act (R.A.) No. 9155 are referred
to as persons engaged in teaching at the elementary and secondary
levels, whether on full-time or part-time basis including industrial arts and
vocational teachers and all other persons performing supervisory,
managerial and/or administrative functions in all schools and education
offices at the district, division, regional and central levels and qualified to
practice teaching under R.A. No. 7836 and/or those performing functions in
support of education such as standards setting, policy and programs
formulation, research and sector monitoring and evaluation (DepEd,
2014 ).
With reference to R.A. No.10533 or the Enhanced Basic Education
Act of 2013, the term teacher may also refer to include Kindergarten
teachers since basic education starts at Kindergarten level up to senior

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high school (DepEd, 2013). Moreover, the Code of Ethics for Professional
Teachers of the Philippines (Resolution Act No. 435, 1997) describes
teachers as duly licensed professionals who possess dignity and
reputation with high moral as well as technical and professional
competence (DepEd, 2014).
Pursuant to Section 7 (e) of the Kindergarten Education Act, in
addition to the guidelines for hiring issued by the Secretary of the
Department of Education, a Kindergarten teacher shall have at least 18
units of Early Childhood Education (ECE) or its equivalent units as
determined by the appropriate agency. DepEd, as well shall continue to
develop a set of standards for Kindergarten teachers. The standards shall
reflect the performance expected of Kindergarten teachers within varied
environments which include classrooms, childcare settings, children’s
homes or any natural environment where individual child activities, parent-
child activities and small or large group instruction take place.
To enable the public Kindergarten teachers to meet the set of
standards, a continuing teacher training shall be provided by DepEd in
partnership with the Teacher Education Institutions (TEIs) determined as
Centers of Excellence (COE). Schools division offices may initiate need-

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based trainings utilizing their core of trainers or in partnership with qualified
providers.
Basically, Ledesma (2011) mentioned that Kindergarten teachers
can be described in three aspects – personal, psychosocial and
professional. Personal traits initially refer to the appearance, behavior,
manner of thinking, manner of talking, work ethics, social relation, student
relation and other personal traits of a teacher. Psychosocial traits refer to
teacher’s reaction to various situations happening in the workplace and in
the society in general. Professional traits refer to those competencies
expressed in terms of roles expected of a teacher mostly drawn from the
NCBTS as the national document that defines standards for teachers
observed in the Philippines. These traits reflect teacher’s roles as
organizer, communicator, mentor, expert, motivator, classroom manager,
evaluator, decision maker, leader, reflective practitioner, leader, adviser,
action researcher, agent of change, learner, community member, and role
model.
In terms of personal traits, Ledesma stated that Kindergarten
teachers’ appearance should be smart, well-groomed, cheerful, well-
dressed and healthy. Smartness and good grooming were then seen as
the top two desirable appearance of the 21st century teachers. The results
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are attributable to the traditional view of a teacher as the source of
knowledge and role model including that in grooming, close to being
omniscient in the eyes of the students. It is an expectation that every
student especially in the basic education holds. A teacher departing from
this image may turn out to be a major disappointment for students even in
this era of technology-driven society. In addition, in the context of school,
the Kindergarten teacher should be smart, which could be synonymous to
being intelligent, well-read and well-informed considering teachers as the
main giver or source of information. The school, in its most basic and
ultimate role, is seen like a fountain of knowledge and the teacher as its
main player.
The psychosocial attributes of a Kindergarten teacher, on the other
hand, include traits on how Kindergarten teachers react in certain
situations like a multicultural classroom, a competition, an external
evaluation/accreditation, school policies, academic situation, a diverse
classroom, social equality, personal and organizational success,
environmental disasters, bold expressions and societal concerns. The
basic education teachers and the teacher educators chose challenged
rather than cheers up as a preferred image of a teacher in a competition, a
response that suggests depth and strong sense of maturity in dealing with
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situations related to teaching and learning as seasoned or professional
teachers. This clearly suggests that the 21st century Kindergarten teacher
is not only a good sport but also as a highly motivated person.
Dealing with the professional attributes of a Kindergarten teacher will
reflect the various roles played by them which include being a planner and
organizer, effective communicator, facilitator, expert, motivator, classroom
manager, assessor/ evaluator, problem solver, decision maker, reflective
practitioner, leader, adviser and action researcher. An effective
Kindergarten teacher can align his teaching methods, learning activities,
instructional materials and resources with the lesson objectives
appropriate with the learners. Skills in creating a truly learner-centered
learning environment, one that is non-threatening and able to get learners
hooked at achieving despite apparent academic diversities should be
considered. Proper classroom management should also be ensured
before, during and after class.
Additionally, Silver (2014) noted that elementary teachers including
those handling Kindergarten classes need a variety of skills to become
proficient in their careers. Excellent communication skills is needed to
explain the material in the curriculum in a variety of ways to pupils who
have diverse learning styles. Also, superior interpersonal skill is needed

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such as patience and the ability to remain calm amidst stressful situations.
Collaborative skills enable them to work productively with their colleagues.
Creativity and presentation skills are important when planning lessons to
motivate students and hold their interest. As schools become more
technologically advanced, teachers also need basic technological skills for
audio-visual presentations and for reporting and taking attendance
electronically.
Also, it is essential for teachers to have a strong grasp of the
material they are teaching. Kindergarten teachers must have good content
knowledge in basic numeracy, literacy, social studies, science and in other
learning areas they are teaching. Knowledge on how Kindergarten children
learn and the expectations in the development of children at that particular
age should not be ignored. Seemingly, Kindergarten teachers need a great
deal of well-planned training programs to keep them abreast of the recent
developments and explore special areas in child study and curriculum. The
scope of in-service trainings for Kindergarten teachers is indeed limitless
as the tasks of a Kindergarten teacher.
Parental Involvement. Karr-Jelinek (2009) asserted that a high-
quality Kindergarten education program encourages parent involvement in
the home and in the classroom. Volunteering to read during story time, to
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share cultural traditions or to be a lunch guest are all ways for parents to
feel that they are a part of their child’s school life. Accordingly, parent and
family involvement increases student achievement and success. If
Kindergarten teachers can make parents feel welcome helping in the
classroom, they will be more likely to remain involved in their child’s future
education. Many parents worry about their children entering elementary
school because of their own negative school experiences. This may result
to negative feelings like teachers intimidation and may be resulted to bring
uncomfortable showing up at school events even for orientation and
enrolling their children in school. Parents’ expectations of how well children
will do in school influence children’s performance. It appears that parents
who expect success may provide more support, encouragement and
praise, which may give their children more self-esteem and confidence.
The most important thing is that children who believe in their own abilities
have been found to be more successful in school.
To assist parents, preschool teachers can arrange visits to the
school and take parents along on the Kindergarten field trip. Encouraging
children to be paired with a Kindergarten buddy who can take them
around, while parents meet with the teacher or go to the office to register
their child can also be considered.. Studies showed that the more low-
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income students that were enrolled in a school, the less parental
involvement there was. Involving low-income families in the schools may
help to break the cycle of poverty of future generations. One way to really
help the family with transition is to empower the parents to act as
advocates for their children. Parent meetings and newsletters can help
parents learn how to work with school staff, learn about volunteer
opportunities at school, as well as how to prepare their child at home for
Kindergarten. Parents may also need some advice on how to help their
children and themselves cope with anxieties related to transitions from
preschool to Kindergarten.
As stated by Wright, et. al (2010), because of the many constraints
they face, some parents may find it impossible to provide extensive, active
support to their children. Many households parents have to work long and,
increasingly, irregular hours to support their families financially. So many
parents feel they must choose between providing financial security for their
children and spending time with them. However, teachers can still
encourage parents to play a more active role in their child’s education by
emphasizing that schools are only one of the many places where children
learn. Teachers can disseminate research findings, best practices and
what is known about which forms of parental involvement are particularly

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beneficial to children. In order to do so, teachers need to form strong and
trusting relationships with all parents, especially those who may be less
willing to develop partnerships with schools.
Some parents believe that once their child begins formal schooling,
only teachers are responsible for educating them. But education is a
shared responsibility and even older students benefit when their parents
are actively engaged in their education. As it turns out, that involvement
does not even have to be directly related to school work. Teachers
can help to promote parents’ involvement at home even when this form of
involvement is unrelated to what happens in school. Parent-teacher
partnerships need not be restricted to school based activities. When
teachers have trusting relationships with parents, they can share with
parents their knowledge about their children, their aspirations, needs and
preferences. By so doing, teachers can help their children and their
parents develop common ground on which to build an open relationship.
Teachers can also support and inform parents on how best to engage with
their children at home and develop engaging conversations with them.
However, Obeidat and Al- Hassan (2009) claimed that there are
several hurdles that prevent good communication between parents and
teachers. The public in general is increasingly becoming alienated from

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public institutions such as schools and the schools themselves are
commonly the target of negative reports. Today, parents feel, because of
the increasing demands that are placed on them, misunderstood,
unsupported and overwhelmed. Cultural differences bring about
considerable communication problems if teachers use their own cultural
lenses when interacting and communicating with heterogeneous group of
parents. With this, parents lack the understanding of how to interact with
the educational system effectively.
At the same time, Obeidat and Al- Hassan mentioned financial and
time constraints as other obstacles to effective communication between
teachers and parents. Parents’ work schedule may also conflict with school
events, and thus make parents unable to attend. Likewise, the traditional
parent-teacher conference which only lasts for five to fifteen minutes is
another compelling barrier to meaning communication between parents
and teachers. This short time does not offer any satisfactory
communication with regard to the child’s academic and social progress.
Herold and O’ Donnell (2008) believed that when schools, families
and community groups work together to support education, children tend to
do better in school, stay in school longer and enjoy learning more.
Accordingly, it was mentioned that attending school functions is the leading

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form of parent participation. Here, parents are encouraged to attend
parent-teacher conference, attend a class or school event, participate in
school fund-raising activities, respond to parent’s expected role from the
school, volunteer on a school committee and others.
Nevertheless, it is sad to note that engaging parents is particularly
challenging as children progress through higher grade levels and in school
with higher percentage of poverty. With this, two significant factors impede
the level at which parents engage with the school community and
participate in the educational process. It includes personal motivation and
self-efficacy. Personal motivation refers to parents’ beliefs about what their
role in education is. Every parent creates his or her own job description
about what parental involvement looks like. This goes along with self-
efficacy which refers to parents’ beliefs about how equipped they are to
have a positive influence on their children’s education. Parents’ own level
of education or experiences with school help to shape their beliefs about
how important their role is.
At this point, Prince-Mitchell (2009) asserted that school leadership
is instrumental in establishing and developing a partnership between
homes and the school by creating opportunities for joint activities for all
concerned thus lead the efforts of the grassroots towards a partnership.

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Additionally, establishing and fostering a teacher-parent relationship has
been recognized as essential to the development of schools as learning
communities. School climate is closely linked with how involved parents
are with their child’s education. The more welcome parents feel at school
and the easier the school makes it for them to be involved, the more likely
the parents are to be actively involved with their children’s education.
In this connection, Prince-Mitchell stated further that one way to
increase parental involvement is for the school to recruit volunteers. By
volunteering, parents and the community can observe children in a school
environment and the way they learn how they can better assist them to
achieve in school. Also, by volunteering, parents can express their value of
education. There are actually a number of benefits gained through
volunteerism such as increasing family participation, increasing families’
awareness of school rules and processes and creating opportunities for
impromptu informal interactions between homes and school. Among many
of the different volunteer activities parents can participate in are language
translations, monitoring attendance of pupils and phoning parents of
absent pupils, conducting parent patrols, supporting extracurricular clubs
and enriching pupils’ subject classes.
Child Development Activities. Good teaching, in the words of

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Gullo (2008) begins with knowing the learners developmentally, individually
and culturally. When Kindergarten teachers know the development of
Kindergarten children, it means they are familiar with the typical social and
emotional, physical, cognitive and language characteristics of children at
this age. This knowledge enables teachers to have reasonable
expectations of what children in a class are likely capable of. Meanwhile, to
know children individually means to recognize that each child comes with
unique needs, interests, abilities, language, temperament, prior
experiences and background knowledge. Teachers who know children
culturally are sensitive to multiple perspectives as they make decisions
about children’s development and learning.
Also, to be familiar with children’s development, Gullo detailed that
effective teachers need to establish positive, personal relationships with
each child; learn the developmental characteristics of Kindergarten
children; consider ways to be responsive in setting up the environment,
structuring the day and guiding and assessing children’s learning; be
flexible in adapting the curriculum to meet the needs of each child and the
group as a whole; and learn about the values, traditions and expectations
for behavior of the cultural groups represented in the classroom. For
children of Kindergarten age, the most important strategy for teachers is to

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form relationships with them. It is through relationships that teachers of
young children can guide their learning and behavior.
Robson and Smedley (2016) suggested activities that support
Kindergarten children’s development which include building a classroom
community and establishing a structure for the classroom. Children in
Kindergarten come to the classroom from many different backgrounds and
with a wide range of experiences. By creating community of learners in the
classroom, teachers establish common ground among all the children.
Strategies that promote a sense of community could be by welcoming
children into the room by labelling cubbies and hooks with their names;
using class meetings to encourage group discussions, social problem
solving and sharing of ideas and information; developing classroom rules
with children; and planning ways for children to work and play together
collaboratively.
At the same time, establishing a structure includes creating physical
learning environment and organizing the day to be responsive to children’s
needs and to make the best use of time. Each Kindergarten classroom will
be different, first as teachers consider the space, furnishings and materials
available. Later, the classroom will be shaped and reshaped as children’s
new interests and needs emerge. But all the classrooms must have certain
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elements, regardless of their individual resources such as space for
children to store their work and personal belongings; a place for group
meetings; a variety of spaces for working; quiet places; places to store
materials; and places to display children’s work respectfully.
Significantly, Fromberg (2012) maintained that in providing
developmental activities for children, it is important to consider using a
variety of instructional strategies. In building a table or repairing a roof, no
carpenter tries to do each part of the work with a single tool. Like
competent carpenters, good teachers have many tools or instructional
strategies in their tool belts. The best strategy to use at any given moment
depends on the learning goal, the specific situation and the individual child.
The teacher chooses the strategy that will be most useful in the particular
situation. Often she tries one strategy, sees that it does not work and tries
something else. What is important is to have a variety of strategies ready
and to remain flexible and observant.
Fromberg likewise offers many strategies Kindergarten teachers
need to have at their disposal to do their jobs well. These strategies are
named as encourage; give specific feedback; model; create or add
challenge; give a cue, hint or other assistance; provide information; and
give direction. To encourage means that teachers give comments or

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nonverbal actions that promote children’s persistence and effort. Also,
teachers need to give specific rather than general comments on the child’s
performance. Modelling is displaying for children a skill or desirable way of
behaving. Creating or adding challenge means generating a problem or
difficulty to a task so that it is just beyond what children already have
mastered. Giving cue, hint or other assistance helps children to work on
the edge of their current competence. Providing information directly gives
children facts while giving directions provides specific instructions for
children’s action or behavior.
Meanwhile, Copple and Bredekamp (2009) suggest tips for teachers
handling Kindergarten class. It is believed that Kindergarten teachers face
a unique set of challenges as they strive to meet the needs of very young
children. It was recommended that teachers should be acquainted with the
developmentally appropriate practice. Kindergarteners are making their
way past developmental milestones in various areas and at different rates.
No two children are alike, but it helps to gain a frame of reference for what
to expect. One place to start is by reviewing a child development context.
At the same time, Kindergarten teachers should be ready to help
build fine motor skills. Children at this age are not yet automatic in many of
the everyday operations that adults take for granted. In this reason,
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teachers need to be observant as they hold pencils and crayons, open
juice boxes and baggies, open and close doors, tie shoe lace and turn on
faucets. When teachers notice the problem, they should turn the help into
teachable moment as they model and explain. In so doing, however, there
is a need to avoid the mistake of taking over and performing the task for
the child.
On the other hand, Gooden (2013) emphasized providing
developmental activities with focus on communication for young children.
As one of the major developmental task in early childhood, learning to
communicate is the key for children to interact with the persons in their
world and to have their needs met. Communication development for young
children includes gaining the skills to understand and express their
thoughts, feelings and information. The expression of communication or a
child’s language begins with head, eye and body movements, as well as
through simple vocalizations and hand motions.
Gooden likewise believed that language expression progresses to
words, sentences and conversations through many methods including
gestures, spoken words, sign language, pictorial language systems and
communication boards. With this, it is essential that a child should have
one of these functional means of expressive language. Similarly,

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communication development is guided by the need for relevance which is
communicating what is important, discrepancy which is seeking to
establish consistency of information and elaboration which is learning more
complex language skills. It is important to take note that responsive
families and teachers are critical for rich stimulation of children’s
communication skills.
Research Literature
Children today are growing up in a fast changing world that
continuously gives rise to dramatic shifts in what children are expected to
know and do. Higher and tougher standards of learning are demanded for
all types of learners to be assured of a successful future. Access to new
information and knowledge is becoming fast and access. Discoveries and
inventions are piling up at a rapid rate. The explosion of information poses
problems on how schools should teach their children to deal and cope with
the changes and developments in the society.
Schools should not confine themselves to mere transmission of
information and knowledge. They should also set a high value on teaching
problem-solving, thinking, communication, social and learning skills among
children especially in the Kindergarten. This could be done by the school
through implementing a curriculum which will give emphasis on the content

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and its suitability to children, readiness of children, availability of
instructional materials and facilities, teachers’ skills and competence and
involvement of parents.
The study of Balagtas, et. al (2014) revealed significant information
on the image of the 21st century Kindergarten teacher. The data obtained
showed that 21st century Kindergarten teacher as smart, well-mannered,
open-minded, confident, responsible, fair, encouraging, God-fearing, and
patient. Second, in terms of psychosocial traits, the 21st century
Kindergarten teacher is viewed as a professional who demonstrates a
strong moral character, strong sense of moral obligation, and positive
sense of the world. Being an open-minded, highly motivated, just,
thorough, obedient, humane, but is challenged to manage the
requirements of diverse and multicultural classroom is also expected.
Moreso, kindergarten teachers are advocates of equality, fairness, and
compassion among the people and deems it his/her moral obligation and
social responsibility to keep them morality sound. In Addition, peaceful and
diplomatic way of resolving conflicts are needed by the 21 st century
kindergarten teachers.
Further, as a professional, he/she is perceived as a person who
recognizes that success is achieved collectively through unity and

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cooperation. Another perceived quality is a person who has not only broad
and has profound understanding of the social and environmental issues
and problems but also deep concern for the society and environment.
Lastly, as regards to professional traits, the 21 st century Kindergarten
teacher is a planner, organizer, communicator, facilitator, expert, motivator,
classroom manger, assessor/evaluator, problem solver, decision maker,
reflective practitioner, leader, adviser, and action researcher.
Given the personal, psychosocial, and professional images of the
21st century Kindergarten teacher, the study recommended that continuing
professional education programs should enhance teachers’ capacity to
elevate their practices in performing their various roles as they mature or
grow in their profession so that they could always be looked up to as role
models for other teachers who are younger than they are in teaching. The
trainings offered for Kindergarten teachers should have to figure out and
see how training addresses or departs from the expectations and the
contexts in which the teachers will be in the future. Further, the congruence
between what the stakeholders like parents expect and how the 21 st
century Kindergarten teachers behave should be ensured so it may
facilitate a smooth relationship between the former and the latter. Smooth
relation may result in positive image of the teachers and respect and
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support from stakeholders.
Conceptual understanding about effective teaching was explored by
Abulon (2014) among basic education teachers from public schools
situated in the City of Manila. Teacher-respondents from Kindergarten,
elementary and high school levels were asked to respond to a
questionnaire with open-ended items from which qualitative research data
were gathered. Results showed that the five major themes that ultimately
emerge to characterize the conglomeration or conceptions of effective
teaching are personality-based dispositions, teaching competence traits,
content mastery and expertise, pedagogical knowledge and the exertion of
the self.
The study conducted showed that there was no single, predominant
or heuristic factor that emerged upon which effective teaching is largely
and/or solely contingent. Instead, effective teaching was viewed as a
confluence of various dispositions, traits, knowledge and skills set. The
resulting typical and variant core ideas of what effective teaching is, serve
as useful benchmarks in curriculum planning and re-designing of in-service
training for teachers. Similarly, it was strongly advocated to design training
programs for teachers based on their assessed needs to ensure effective
teaching.
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Textbook is one of the common and widely used instructional
materials that can be found in most Kindergarten classrooms in the
Philippines. The study of Faustino, et.al. (2013) analyzed the textbook
prescribed by the Department of Education (DepEd) among public
Kindergarten classrooms in the Philippines. The study highlighted the
contents included in the textbooks and the types of learning activities
provided for young children. Contents were divided into five learning areas:
Filipino, English, Numeracy, Sensory-perceptual and Socio-emotional and
were arranged from simple to complex. However, most learning activities
were focused on identifying, matching, fill in the blanks and coloring. Only
few activities develop higher-order mental skills such as problem solving
and creative and critical thinking skills. Furthermore, the study revealed
that learning activities were redundant and were lacking of interactive
activities and exercises that stimulate children’s thinking.
With these findings, the study recommended that contents of the
textbooks should be based on the national curriculum and appropriate on
the intended audience. Contents for each learning area should also be
critically and properly organized and sequenced. Teachers, then, should be
provided with trainings and workshops on how to use the textbook properly
including various strategies and approaches. They should make sure that
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pictures and illustrations included for Kindergarten pupils should be clear,
the size should be appropriate for children to see and culturally related to
the children. The learning activities teachers should provide should be
interactive and should focus on the development of affective and
psychomotor domains and the development of higher-order thinking skills
that are parallel to the demand of the 21st century.
Yanilla- Aquino (2012) delved on the effects of bilingual instruction
on the acquisition of literacy skills among Kindergarten pupils. An
experimental design was used, with language of instruction as the
independent variable and the different literacy skills as dependent
variables. The sample consisted of preschool children belonging to an
urban poor community in the Philippines. Pre-tests were given and the
respondents were divided into three groups: Monolingual Filipino,
Monolingual English, and Bilingual. Preschool children were taught different
literacy skills for eight weeks and were then administered the posttests.
Data was analyzed and evaluated in the light of the central processing and
script-dependent hypotheses. Based on the data, it can be inferred that
monolingual instruction in either Filipino or English had a stronger effect on
the children’s literacy skills compared to bilingual instruction. Moreover,
mother tongue-based instruction, as compared to second-language

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instruction, had stronger effect on the preschoolers’ literacy skills.
Thus, the study concluded that the facility by which children learn
some literacy tasks in a particular language is also dependent on the
characteristic of that language. Also, children learn literacy skills more
easily not only in a language with a transparent orthography but also in a
language they are more familiar with. Because the results also strongly
suggest evidence for cross-linguistic transfer, the literacy skills and
knowledge that the children gain in their first language can be easily
transferred to their second language if and when they are taught in this
second language. Beginning literacy instruction especially during
Kindergarten years, therefore, is better done in the children’s first
language. Once the children have learned literacy skills in this language,
the results of this study suggest that it is easier for them to transfer such
learning to their second language if and when they are taught in this
language.
Espada (2012) examined the effect of using the native language in
the teaching of Kindergarten Mathematics. A total of 34 five to six year old
children went through a pre-test - post-test, quasi-experimental study with
17 participants in each of the control on English group and the native
language or experimental group, respectively. Findings revealed a highly

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significant difference between the mean gain of the control and
experimental group was significantly higher than that of the control group.
With these findings, the study concluded that the Kindergarten pupils
exposed to the native language performed better in Mathematics than
those who were exposed to English. Thus, the use of the native language
in teaching Kindergarten Mathematics results in higher Mathematics
performance than the use of a foreign language as medium of instruction.
Accordingly, the study recommended the use of native language as a
powerful tool in teaching and learning of both basic and advanced skills in
Kindergarten Mathematics. Likewise, it was also suggested to maximize
the learner’s full potential and allow them to build up logic at an early
stage.
The role of teacher efficacy and characteristics on teaching
effectiveness, performance and the use of learner-centered practices was
investigated by Sembrano (2011). The study conducted made use of two
models. In the first model, the effect of teacher’s personality,
characteristics and teaching efficacy on teacher’s performance and
effective teaching was tested. In the second model, the effects of learner-
centered practices on teacher’s performance, effective teaching and
teaching efficacy were included. With the findings reached, it was found
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out that the teachers practicing learner-centered approaches use their self-
efficacy in order to be effective in teaching, but it was also bared that being
effective does not result in high teaching performance rating. The use of
learner-centered practices is seen as effective but does not warrant having
high ratings based on student assessment.
Given the findings of the study, it was recommended that the
principles of learner- centeredness and items on teaching effectiveness are
to be integrated in the current teacher performance measures. The use of
learner-centeredness is ideal in classroom situations and teacher
assessment tools need to be able to capture it. Also, to train teacher to
enhance their personality in order to be more accepting in the use of
authentic pedagogies such as learner-centeredness is vital given the
findings that effective teaching strategies conceded with certain teachers’
personality types.
The study of Gonzales (2010) looked into the context of father
involvement and nurturant fathering style among Filipino fathers. Based on
the data gathered in the study, it was revealed that the dominant fathering
style among Filipino fathers is the generative type. It showed that fathers
are most involved in the moral development of their children and
moderately involved in their social, emotional, cognitive and physical

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development. From these findings, the study concluded that father’s role is
substantial in the development of their children. More so, father’s roles
today include establishing a close and nurturing relationship with their
children, engaging in leisure and play activities, providing moral guidance
and taking responsibility for coordinating their children’s care and activities
in school.
Further, the study recommended for fathers to be more flexible, as
they must not only be willing to provide for their family, but also be able to
attend to and look after their children. Thus, fathers should find the right
balance and have the ability to compartmentalize and prioritize their
responsibilities, in order for them to systematically and satisfactorily
accomplish their duties and responsibilities inside and outside homes. At
the same time, fathers need to realize to spend quality time with their
children. With this, father and child activities should be designed by
schools. It was also suggested to establish and strengthen school
practices and programs that support father involvement.
Allan (2008) delved on the school readiness and personal and social
development of Kindergarten children. Clearly, elementary principals and
Kindergarten teachers stressed the importance of Kindergarten pupils
possessing strong personal and social skills. All five of the personal and
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social skills were emphasized as being vital to pupils being successful in
Kindergarten. Nine of the twenty-six indicators or skills listed were
specifically emphasized by participants as being necessary for pupil’s
success in Kindergarten. In addition, findings of the study showed that
elementary principals, Kindergarten teachers and school guidance
counsellors are striving to increase the personal and social skill levels of
pupils who have deficits in their area of development.
The study concluded that the administrative support systems
provided by principals are clearly valued by teachers and used by them to
face the challenges of making the pupils who require extensive assistance
and instruction in obtaining certain personal and social skills that are
missing or not adequately developed. In the same way, the study
concluded that Kindergarten teachers are implementing a variety of
instructional strategies, classroom management practices and parent
communication tools in order to facilitate and strengthen these pupils’
personal and social skills. Thus, it is recommended that principal must be
available and easily accessible to Kindergarten teacher to guide and assist
them in working with students while Kindergarten teachers are encouraged
to implement instructional strategies that will continuously promote
personal and social development of children for them to be ready to learn.

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The study of Clavio and Fajardo (2008) determined the possible
uses of toys in the development of problem-solving skills among
Kindergarten pupils. Data were gathered using survey, observation, and
document analysis. Lessons were developed using the Wallace and Maker
Problem Solving Wheel. The study showed that the five commonly found
toys in Kindergarten classrooms including puzzles, blocks, simple cards
and board games, beads and building sets have the potential to develop
problem-solving skills in children. Similarly, the study uncovered that toys
can effectively develop problem-solving skills through activities like
creating a necklace of beads using a color pattern, completing a picture
puzzle, creating a bridge using different sized blocks, creating a community
using different pieces of a building set and identifying pictures or things
that are the same.
The study supported and agreed with the effectiveness of Wallace
and Maker’s instructional design in developing problem-solving skills
among young learners. The instructional design is successful in
incorporating toys as an instructional tool. The study however
acknowledged the need for teachers to acquire the skills in asking
questions and facilitating discussion to truly aid in the development of
problem-solving skills in young learners. Toys are an essential part of a

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preschool classroom but they are usually used in free play or for content-
specific lessons. The study showed that toys, as instructional tools, have
the potential to enhance learning among young learners and may aid in the
development of other cognitive skills. The study paved the way for
teachers to design lessons using toys as a tool in targeting the different
components of problem-solving skills. It presented an effective instructional
design that teachers may adapt as a guide in planning their lesson and
preparing the children’s environment. Furthermore, it provided insights for
early childhood advocates to explore the many possibilities of toys as an
instructional tool.
The effects of computer-assisted instruction in literacy skills for
Kindergarten pupils and the perception of administration and teachers
were explored by Larson (2007). The study made use of quasi-
experimental research design to determine if Kindergarten pupils using
computer-assisted instructional program improved more on the acquisition
of literacy skills than those who did not use the program and a survey
questionnaire to measure the perceptions of administrators and teachers
on the use of computer-assisted instructional program. The study found out
that there was a statistical difference between the treatment and the
control groups on the composite literacy assessment and that the

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administrators and teachers perceived their pupils’ improvement in literacy
skills after using the program was good.
With the findings yielded, the study concluded that the use of
computer-assisted instruction for Kindergarten pupils had effect on the
development of the needed literacy skills. Hence, it was strongly
recommended to utilize technology in instructional settings. Teachers and
administrators should support a program for computer-assisted instruction
to become a reality in school. Equally important, the study suggested that
teachers improve their teaching strategies and that computer literacy skills
must be a part of the training development program especially for
Kindergarten teachers.
Synthesis
The concepts presented by the foregoing literatures showed
relevance to this study. The concepts presented by Graue, Rathbun and
Hauskin and Shepard and Smith and the ideas stated in the K-12 Basic
Education Primer and Republic Act No. 10157 or The Kindergarten
Education Act provided significant insights on the presentation of
Kindergarten education. In the same way, ideas of Wayant, Ledesma and
Silver and the concepts presented in Republic Act 9155, Republic Act
10533 or the Enhanced Basic Education Act of 2013 and Code of Ethics
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for Professional Teachers of the Philippines gave substance to the
characteristics of a Kindergarten teacher.
More so, Kair- Jelinek, Wright, et.al., Obeidat and Al-Hassan, Herold
and O’Donnell and Prince-Mitchell discussed perceptions about parental
involvement in Kindergarten education. These were all found relevant to
the study at hand since it aims to assess the implementation of
Kindergarten Curriculum in the Division of Lipa City. Meanwhile, since the
intended output of this study was to come with proposed child
development activities, the insights of Gullo, Robson and Smedley,
Fromberg, Copple and Bredekamp and Gooden about these were found to
be very helpful.
Teachers as one component of Kindergarten Curriculum
implementation was found to be a similar research variable considered in
the studies conducted by Balagtas, et. al., Sembrano and the present
study. Nevertheless, the studies were found to be quite different with one
another on the basis that the previous studies concentrated only on the
image of a Kindergarten teacher while the present study discussed
Kindergarten teacher’s skills and competence.
Both the study of Abulon and the present study focused on teacher’s
competence. However, for Abulon’s study, basic education teachers’

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competence including kindergarten, elementary and high school teachers
were considered. Whereas, on the present study, the focus was on
kindergarten teachers’ competence.
Instructional materials were both emphasized in the studies of
Faustino, et.al. and the present study. Conversely, the previous study was
confined with textbook alone as an instructional material while the present
study included other instructional materials as prescribed in the
Kindergarten curriculum.
The use of mother tongue in the teaching-learning process was
recommended for Kindergarten pupils. With this, both the study of Yanilla-
Aquino and the present study was found to be similar. Then again,
differences were noted in the manner that the present study had other
considerations other than the use of mother tongue in instruction.
The language use in teaching is an important consideration in
implementing the Kindergarten curriculum. It is both emphasized in the
study of Espada and the study at hand. Nevertheless, the two studies differ
considering Espada focused on the use of language in teaching
Kindergarten alone while the present study considered language as part of
content and suitability together with other variables that may affect the
implementation of Kindergarten Curriculum.

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Parental involvement in children’s education is a similar variable
considered in both the study of Gonzales and the present study.
Notwithstanding, the study of Gonzales differ with the present study since
Gonzales only considered fathers as respondents while the present study
considered both fathers and mothers.
Dealing with school readiness and personal and social development
of kindergarten children brings similarities with the study of Allan and the
present study. However, differences were noted in the sense that the
present study went beyond mere development of Kindergarten children
and considered the implementation of the Kindergarten Curriculum.
The study conducted by Clavio and Fajardo was found to be similar
with the present study since it discussed toys as instructional materials for
Kindergarten pupils. Both studies considered instructional materials as a
research variable. However, the present study was found to be different
since it is not limited to toys alone as instructional materials. It covered the
availability of other instructional materials along with facilities as part of the
implementation of Kindergarten curriculum.
The study of Larson considered the use of computer-assisted
instruction in literacy skills for Kindergarten pupils. This was found to be
true with the present study. Conversely, the present study was not confined
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with the use of CAI alone, it also involved other instructional materials and
facilities for Kindergarten instruction.
Theoretical Framework
While there is no doubt that education in the early years is crucial,
providing public education to young children is only the first step. Quality in
early childhood education is a must. Thus, the important question to
consider is what factors determine quality in preschool specifically during
Kindergarten years. It is obvious that early childhood education goes
beyond some of the factors usually considered in evaluating an
educational system. The structural requirements in providing Kindergarten
education such as safe and healthy environment, low pupil to teacher ratio,
adequate learning materials and level of teacher education are still
relevant, but equally important to consider is the kind of curriculum used
and how it is implemented.
This research work determined the status of implementation of
Kindergarten Curriculum in the Division of Lipa City. As mandated,
Kindergarten education will make use of the Kindergarten Education
General Curriculum which will be executed in a play-based manner
through active learning experiences making children feel that learning can
be enjoyable and meaningful. At this point, this research work was guided
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by Jean Piaget’s Theory of Intellectual Development.
Piaget’s theory asserts that intellectual development is a direct
continuation of inborn biological development where a child is born
biologically equipped to make a variety of motor responses which provide
them with framework for the thought processes that flow. Piaget maintains
that intelligence is rooted in two biological attributes found in all living
creature which are organization and adaptation. Organization is the
tendency of every living organism to integrate processes into coherent
systems. It occurs when an infant, originally capable of either looking at
objects or grasping them, integrates these two separate processes into a
higher order structures which enable him to grasp something at the same
time he looks at it. Adaptation, on the other hand, is the innate tendency of
a child to interact with his environment. This interaction fosters the
development of a progressively complex mental organization.
Each stage in this sequence of development provides the foundation
for the next stage permitting progressively complex and effective
adaptations to the environment. Adaptation comprises two complementary
processes of assimilation and accommodation. The child assimilates
experiences and fits them into the expanding structure of the intellect when
he encounters new experiences which he cannot fit into the existing

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structure accommodation or modified way of reacting takes place. Piaget
stresses that as children mature mentally, they pass sequentially through
four major stages of cognitive development, each stage having several
sub- stages. The major stages of cognitive growth include sensory motor
stage, preoperational or intuitive stage, concrete operations stage and
formal operations stage.
These stages are of a probabilistic nature. At most ages it is possible
for a child to exhibit behavior characteristic of more than a single stage
because heredity interacts with environment. Each stage is a system of
thinking that is quantitatively different from the preceding stage. Each
stage is a major transformation in thought processes compared to the
preceding stage. The stages are sequential and follow an invariant
sequence. This means that the child cannot skip or miss a stage or by -
pass a stage. The child must go through each stage in a regular sequence.
Children cannot overcome a developmental lag or speed up their
movement from one stage to the next. This means that they need to have
sufficient experience in each stage and sufficient time to internalize that
experience before they can move on.
Piaget’s theory of cognitive development has far reaching
implications for curriculum development, planning, implementation,

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evaluation and instructional management in schools. His levels of cognitive
development may be used as broad and general guides to sequential
curriculum planning. Curriculum planning revolves around the subject
matter, the society and the learner. If subject matter will be chosen to be
the orientation in planning, then the structure of the content should be a
sequence that is compatible with child development characteristics. Also, if
society is chosen as the basis of the orientation of planning, then the
content selected and organized should be around pertinent life situation
confronted by children. When the orientation has the learner as a basis,
then consideration must be given to his interests, felt needs, basic urges or
drives and concerns as he grows though the various stages. Thus the
curriculum and instructional manager should be one that is diversified to
call for the needs and interests of the many learners of varying ages, and
abilities, which are found in the school. The objectives stated at the
cognitive level, psychomotor and affective levels must reflect the different
stages of the learner’s growth. The scope, sequencing and integration of
the subject matter have to relate to the learner’s cognitive growth.
Furthermore, the teaching methodology and teaching materials and
the learning activities should be those that are appropriate to each of the
cognitive developmental stages of the learners. Since the theory says that
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there is a mutual interaction between the learner and the environment,
teaching materials should come from the learner’s environment. Teachers
as instructional managers should use the hierarchy to understand why
children think and reason as they do and to help the pupils master
intellectual processes at the appropriate age.
Children at various ages have different capacities for attention and
comprehensive. This means for instance that a standard one pupil may not
endure a seventy minute double period as would a standard seven. The
theory clearly mandates that teachers as instructional managers should
ensure that the learning environment should be rich in physical or concrete
experiences because growth in any one stage depends upon activity.
Indeed, Piaget calls for an active school involvement, which is a key to
intellectual development and should include direct physical manipulation of
objects. The child must touch, sequence and push to experience and
understand his environment.
The curriculum, instructional and assignments developer should
make a special effort to understand the child’s world. They should not
assume that what they think is good for the child is necessarily good for
the child. They can then design educational experiences based on the
child’s need and readiness. By understanding how cognitive systems

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develop, they can avoid teaching children something before they are ready
to learn it and missing a golden opportunity by waiting until well past the
most sensitive moment.
Piaget’s theory is important in evaluating curriculum. In this theory,
Piaget argues that teachers should understand that each individual child’s
cognitive development does not occur quickly, if any progress, may be
assessed on a weekly or even monthly basis. Teachers must not think that
because something has been presented, it has been learned. It is advised
to show care when presenting answers to children before they have had
the chance to accommodate. Research suggests that children need time to
incubate ideas in order to act on them. Children should be given time to
understand the school world which is different from the home world.
Meanwhile, Froebel’s Kindergarten Curriculum Method banked on
four major principles including free self-expression, creativity, social
participation and motor expression with focus on the needs of children just
prior to entering school. Frobel believed that humans are productive and
creative and fulfillment comes through developing harmony with God and
the world. The emphasis of the early years setting was on practical work
and the direct use of materials. Through exploring the environment, the
child’s understanding of the world unfolds. Frobel believed in the

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importance of play in a child’s learning as a creative activity.
To Froebel, play provided the means for a child’s intellectual, social,
emotional and physical development. Froebel believed that the education
of a child began at birth, and that parents and teachers played a crucial
role in helping children in this activity. Play is a mirror of life leading to self-
discipline and respect for law and order. Froebel’s interpretation of play is
characterized by free play which enlists all of the child’s mental attitude
and should not be identified with anything performed externally. The child
should be given complete emancipation from the necessity of following any
given or prescribed system of activities while he is engaged in playful self-
activity. Through stimulating play that produces self-activity, the supreme
goal of the child is the fullness of growth which brings about the realization
of his budding powers and continually carries him from one plane of
educational growth to another.
To assist children in their development of moving from one plane of
educational growth to another, Froebel provided children with many
stimulating activities to enhance their creative powers and abilities. Series
of materials known as gifts and a series of recommended activities called
occupations and movement activities were developed. Gifts were objects
that were fixed in form such as blocks. These are objects provided for a
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child to play with which helped the child to understand and internalize the
concepts of shape, dimension, size and their relationships. On the other
hand, the occupations were items such as paints and clay which the
children could use to make what they wished. Through occupations,
children externalized the concepts existing within their creative minds.
The purpose was that in playing with the object the child would learn
the underlying concept represented by the object. Occupations allowed
more freedom and consisted of things that children could shape and
manipulate such as clay, sand, beads, string etc. There was an underlying
symbolic meaning in all that was done. Clean up time was seen as a
reminder of God’s plan for moral and social order. It was the duty of the
teachers to point out the symbolism to the children. Froebel’s kindergarten
curriculum adopts learning through play, group games, goal oriented
activities and outdoor time. Froebel respected children as individuals with
rights and responsibilities according to their ages and abilities.
Furthermore, the Kindergarten Curriculum Method of Froebel
emphasized self-activity. Self-activity is the development of qualities and
skills that make it possible to take an invisible idea and make it a reality. It
involves formulating a purpose, planning out the purpose, and then acting
on that plan until the purpose is realized. At the same time, the curriculum
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developed involved working closely with the family unit. Froebel believed
that parents provided the first as well as the most consistent educational
influence in a child’s life. Since a child’s first educational experience occur
within the family unit, the child is already familiar with the home
environment as well as with the occupations carried on within this setting.
Providing a family setting within the school environment would provide
children with opportunities for interacting socially within familiar territory in
a non-threatening manner.
Combining Jean Piaget’s Theory of Intellectual Development and
Friedrich Froebel’s Kindergarten Curriculum Method, the researcher was
able to have a solid grasp of how to assess the implementation of
Kindergarten Curriculum.
Conceptual Framework
Education, according to Mahmood, et. al. (2009) is continuously
evolving. Different curriculum reforms are done in the educational system
to meet the demanding needs of the stakeholders. At present, the
Philippines is undergoing significant reform in its educational system. In
school year 2012 ‐ 2013, a new system is implemented in the country
which is the K to 12 Program. The implication of the implementation of the
new system is the change of curriculum and the instructional materials that
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will support this kind of curriculum, especially the textbooks that will be
used. Two more years were added to the old system including the
Kindergarten level. In the past, Kindergarten was not compulsory, however,
now young children should finish this level before they can be accepted in
Grade 1. The Kindergarten level is now a compulsory and mandatory
formal education as stated in the Kindergarten Education Act of 2012.
Further, the inclusion of Kindergarten, as integral part of formal education,
is the answer to the government’s Millennium Development Plan that aims
to achieve Education for All (EFA) by the year 2015.
Additionally, the country, through the Department of Education
(DepEd) believes in the importance of providing quality and appropriate
activities for young children. Hence, the department has implemented
various programs for young children for more than a decade. Kindergarten
in the most critical stage for young children because this is when their
different skills, abilities and moral foundations are established. In view of
this concept, it is essential the Kindergarten children be immersed with
activities that give them the opportunity to use their senses like in games
and plays. These activities should help them acquire skills and
competencies that are appropriate for the holistic development as
emergent learners and prepare them for formal school.

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Schader, et. al. (2008) mentioned that the first year of a child’s life is
globally acknowledged to be the critical year for lifelong development
because the pace of development during these years is extremely rapid.
Further, the National Association for the Education of Young Children
(NAEYC) (2009) opines that this stage of children need to be provided with
activities that nurture positive approaches to learning and prepare them for
more complex academic expectations of the primary grades. Hence,
Kindergarten teachers should provide with an engaging and creative
curriculum that is developmentally- appropriate, age- appropriate,
individually-appropriate and socio- culturally appropriate. This curriculum
should be supported by the necessary instructional materials.
Thus, in an effort to enhance the curriculum implemented for
Kindergarten education in the Division of Lipa City, this study was
conceptualized. The conceptual framework of this study provided the basis
on how the researcher went through with the various processes involved.
As reflected in the input box, administrators and Kindergarten teachers’
assessment of the implementation of Kindergarten Curriculum in terms of
content and suitability; readiness of children; availability of instructional
materials and facilities; teacher’s skills and competence and parental
involvement was sought. Significant difference between the assessments

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of the two groups of respondents was determined. Alongside these,
relevant data reflecting the problems met by Kindergarten teachers in the
INPUT PROCESS OUTPUT
Kindergarten
Curriculum
Constructed
Questionnaire
Implementation of Child Development

Kindergarten Activities
Curriculum
Interview
Problems Met by
Teachers
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Figure 1
Conceptual Paradigm on the Implementation of Kindergarten
Curriculum in Public Elementary Schools
in the Division of Lipa City
implementation of Kindergarten Curriculum were gathered.
These valuable inputs were collected from the respondents through
the data gathering instruments used, as contained in the process box,
which were constructed questionnaire and interview. The constructed
questionnaire was tailored after the ideas presented from various related
published and unpublished materials while a structured guide was made
for the interview conducted with administrators and Kindergarten teachers.
After processing the data, findings, conclusions and
recommendations were drawn. Similarly, child development activities, as
an output of this study were designed to help enhance the implementation
of Kindergarten Curriculum in the Division of Lipa City.
Hypothesis of the Study
A null hypothesis was tested in this study.
There is no significant difference between the assessments of the
two groups of respondents.
Definition of Terms
For clarity and thorough understanding of this study, the following

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terms are herein defined conceptually and operationally.
Child Development Activities. As used in the study, the term refers
to the activities suggested with objectives, key players, time frame and
success indicator to strengthen the implementation of Kindergarten
Curriculum.
Curriculum. This means the aggregate of subjects which are
sequentially and systematically grouped and arranged and are required for
graduation or certain certification from a course or major field of study
(Gonzales, 2008). In this study, this refers to the Kindergarten Education
General Curriculum (KEGC) set forth by the Department of Education for
Kindergarten pupils under the Kindergarten Education Act.
General Kindergarten Program. This refers to the ten-month
program provided to children who are at least five years old in regular
elementary schools using thematic and integrative curriculum to ensure the
development of foundational skills among children to prepare them for
Grade One (Republic Act No. 10157, The Kindergarten Education Act of
2012). In this study, the term was used as it is conceptually defined.
Instructional materials. As used in the study, these refer to the
materials used for instruction as prescribed in Kindergarten Education
General Curriculum which include but not limited to small books, big
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books, pictures, worksheets, learning blocks and manipulative objects.
Kindergarten curriculum. The term refers to the means and
materials with which Kindergarten children will interact for the purpose of
achieving identified educational outcomes (Wilkie, 2013). In this study, this
is the Kindergarten Education General Curriculum (KEGC) set forth by the
Department of Education for Kindergarten pupils under the Kindergarten
Education Act.
Kindergarten education. The term refers to one school year of
preparatory education for children of at least five years old as a
prerequisite for Grade 1 (Republic Act No. 10157, The Kindergarten
Education Act of 2012). In this research work, the term was used as it is
conceptually defined.
Parental involvement. The term refers to the amount of
participation a parent has when it comes to schooling and her child’s life
(Georgiou, 2014). In this study, it refers to how parents of Kindergarten
children are involved in school-related activities.
Readiness. As used in this study, readiness of Kindergarten children
was determined using School Readiness Assessment (SreA), a tool to
measure the level of progress of Grade One entrants across different
developmental domains that are critical in tackling Grade 1 learning

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competencies.
CHAPTER III
RESEARCH METHODS AND PROCEDURE
This chapter includes the research environment, research design,
subjects of the study, research instruments and procedures and statistical
treatment of data which were used in this study.
Research Design
This study used descriptive research design. According to
Shuttleworth (2008), it is a scientific method which involves observing and
describing the behavior of a subject without influencing it in any way. The
subject under study is being described in a completely natural and
unchanged natural environment. Using this research design, the
researcher was able to determine the status of the implementation of
Kindergarten Curriculum in the Division of Lipa City through the
assessment which was made by administrators and Kindergarten teachers
in terms of content and suitability, readiness of children, availability of
instructional materials, teacher’s skills and competence and parental
involvement.
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Likewise, the researcher was also able to identify whether a
significant difference exists between the assessments which were made by
the two groups of respondents. Further, the researcher uncovered the
problems encountered by teachers in implementing Kindergarten
Curriculum.
Out of the analysis and interpretations that were made, child
development activities were proposed to enhance the implementation of
Kindergarten Curriculum in the division. Thus, the researcher deemed
descriptive research design as the most appropriate design to use to
materialize this research endeavor.
Subjects of the Study
This study involved two groups of respondents, 72 administrators
and 65 Kindergarten teachers from the Division of Lipa City. Purposive
sampling was used in determining the chosen Kindergarten teacher
respondents. Seniority of the Kindergarten teachers in the school was also
considered. Purposive sampling also known as selective sampling relies
on the judgement of the researcher when it comes to selecting the units
(e.g., people) that are to be studied. It focuses on particular characteristics
of population that are of interest, which will best enable to answer research
questions.
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Data Gathering Instrument
In order to gather data to materialize this research work,
questionnaire and interview were used as data gathering instruments.
Questionnaire. Researcher-made questionnaire was the main data
gathering instrument of this study.
Construction. The questionnaire was tailored after the ideas and
insights gathered from books, published and unpublished materials about
Kindergarten Curriculum and its implementation. Two sets of questionnaire
were prepared. The first set of questionnaire was administered to
Kindergarten teachers. It was divided into two parts. Part I determined the
assessment of Kindergarten teachers on the implementation of
Kindergarten Curriculum in view of content and suitability, readiness of
children, availability of instructional materials, teachers’ skills and
competence and parental involvement. However, the problems met by
teachers in the implementation of Kindergarten Curriculum were reflected
in Part II.
The second set of questionnaire was given to administrators. This
questionnaire contained the assessment on the implementation of
Kindergarten Curriculum considering the same research variables.
Validation. The first draft of the questionnaire was prepared and

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consulted to the adviser for correction, comments and suggestions.
Considering the suggestions, the questionnaire was shown to the experts
in the field for content validation. The validated questionnaire was
reproduced and prepared for administration among randomly selected
respondents.
Administration. The researcher personally administered the
constructed questionnaire. Respondents were informed first of the purpose
of the research and were assured of the confidentiality of their responses.
Afterwards, arrangements were made for the retrieval of questionnaires.
Data that were gathered were tabulated, interpreted and analyzed. An
opportunity to interview the research participants was also sought. The
responses of the participants during the interview gave substance to the
analysis of the data that were generated from the questionnaire.
Scoring of Responses. The responses in the questionnaire were
scored using frequency count, ranking, weighted mean and t-Test. To
measure assessment of kindergarten teachers and administrators
regarding the implementation of curriculum in terms of content and
suitability, readiness of children, availability of instructional materials,
teachers’ skills and competence and parental involvement and the
problems met by teachers, the scale below was used.

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Option Ranges Verbal Interpretation
4 3. 25 – 4.00 Very Evident/

Great Extent/
Very Often
3 2. 50 – 3.24 Evident/
Moderate Extent/
Often
2 1. 75 – 2.49 Moderately Evident/

Slight Extent/
Seldom
1 1. 00 – 1.74 Not Evident/

Not at all/
Never
Interview. An interview guide was developed for this study. The first
draft of the interview guide which was based from the questionnaire was
prepared. To enhance its content, it was submitted to the adviser for
correction, feedbacks and suggestions. After considering the suggestions,
the interview guide was referred to experts in the field for further
development. Based on their comments and feedbacks, the interview
guide was revised and the final copy was prepared for use. Likewise,
schedule was made to set an interview with 17 newly hired Kindergarten
teachers to collect additional substantial information.
Data Gathering Procedure
In order to come up with the proposed child development activities to

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enhance the implementation of Kindergarten curriculum for the Division of
Lipa City, quantitative data and qualitative data were gathered. Relevant
pieces of information were collected from public Kindergarten teachers and
administrators through constructed questionnaire. Interview among
respondents were also conducted to deepen the study.
A letter of request was sent to the Schools Division Superintendent
of Lipa City to seek permission to conduct this study. After approval, the
researcher started to disseminate the questionnaires among the target
respondents. Orientation on the purpose of the research work and its
relevance was done to encourage their utmost participation. Moreover,
confidentiality of information that will be gathered from the respondents
was ensured and emphasized during the orientation. The questionnaires
were distributed to public Kindergarten teachers and administrators to
solicit their assessment on the implementation of Kindergarten curriculum.
Additionally, Kindergarten teachers were also asked to identify the
problems they met in implementing it. Respondents were given adequate
time to accomplish the questionnaire and they were informed when it will
be retrieved.
Statistical Treatment of Data
After gathering the data, the researcher collated and subjected them
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to statistical treatment. The data that were collected were tabulated and
analyzed as shown in Chapter IV.
For clarification, the following statistical tools were used in the
treatment of data.
Weighted Mean. This showed the typicality of responses in terms of
the extent of the respondents’ assessment on the implementation of
Kindergarten curriculum. These include content and suitability; readiness
of children; availability of instructional materials and facilities; teachers’
skills and competence and parental involvement along with the problems
met by teachers in implementing the curriculum.
t - Test. This determined the significant difference between the
assessments of Kindergarten teachers and administrators regarding the
implementation of Kindergarten curriculum considering the research
variables.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of the data
gathered in an attempt to answer the problems stated in Chapter 1. The
data gathered from the study were properly tabulated, organized and
analyzed for interpretation with the use of appropriate statistical measures.
1. Implementation of Kindergarten Curriculum.
This study sought the assessment of administrators and
Kindergarten teachers on the implementation of Kindergarten Curriculum
1.1. Content and Suitability. The result of the assessment made
by administrators and teachers on the implementation of Kindergarten
Curriculum considering content and suitability were taken in this study.
These are shown in Table 1.
Based from the findings obtained, it could be reflected that

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administrators deemed that it was extremely evident that the curriculum
enables Kindergarten pupils to develop positive attitude towards reading
and writing and view them as effective users and learners of language as
Table 1
Implementation of Kindergarten Curriculum in terms of
Content and Suitability
Kindergarten
Administrators
Content and Suitability Teachers
WM VI WM VI
1. Demonstration of positive self-concept, respect and concern 3.39 VE 3.40 VE
for self and others.
2. Development of behavior appropriate for various situations 3.44 VE 3.22 E

and places.
3. Development of fine and gross motor skills to be able to 3.31 VE 3.47 VE

engage in wholesome physical and health activities.
4. Enhancement of social and emotional skills to relate well 3.43 VE 3.32 VE

with others.
5. Appreciation of cultural diversity among the school, 3.44 VE 3.25 VE

community and other people.
6. Acquisition of creative and critical thinking skills. 3.47 VE 3.38 VE
7. Development of readiness and basic cognitive skills 3.46 VE 3.25 VE

pertaining to size, length, volume and time including following
logic of events.
8. Improvement of communicative skills in mother tongue, 3.53 VE 3.28 VE

Filipino and English.
9. Intensification of the manifestations of love of God, country 3.42 VE 3.38 VE

and fellowmen.
10. Understanding of the learners’ culture and the relationship 3.53 VE 3.29 VE
of other people, and the world around them.
11. Development of positive attitude towards reading and 3.54 VE 3.35 VE

writing and to view learners as effective users and learners of
language.
12. Preparation of children for formal education work. 3.42 VE 3.32 VE
13. Development of basic knowledge of concepts pertaining to 3.50 VE 3.39 VE

physical and natural environment.
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14. Provision of opportunities for expressive learning and 3.46 VE 3.32 VE

language development.
15. Demonstration of awareness of learners’ social identity 3.44 VE 3.22 E

among others.
Composite Mean 3.45 VE 3.32 VE
Legend: VE - Very Evident E - Evident

evidenced by the highest obtained weighted mean of 3.54 and first in the
rank of order. Interview with administrators led to the discovery that
opportunities on early literacy learning for self-expression, reading and
writing must be with the use of mother tongue or the child’s first language.
This coincides with the finding of Yanilla- Aquino revealing that mother
tongue-based instruction had stronger effect on the preschoolers’ literacy
skills.
In the same manner, children were found to be provided with
opportunities to explore and identify sound-symbol relationships, individual
and blend letter sounds and sight vocabulary to help them develop their
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reading abilities. Similarly, Rathbun & Hauskin cited that Kindergarten
children play with language by creating silly rhymes and nonsense words
which is a very important step in learning to read. Gooden also believes
that children’`s activities progress as they learn about language for
communication. Meanwhile, Kindergarten pupils are given figures with
broken and dotted lines that they could trace as a starting point in
developing their writing skills.
However, the development of fine and gross motor skills to engage
in wholesome physical and health activities was assessed by
administrators to be the least evident among the contents cited with the
lowest obtained weighted mean of 3.31 and last in the rank of order.
During their classroom observations, administrators said that they see
activities provided for children which will help them develop their fine motor
skills or the use of their hands. These activities include pasting things onto
paper, clapping their hands, manipulating objects, cutting shapes out of
paper and others. According to Copple and Bredekamp, Kindergarten
teachers should be ready to build fine motor skills.
Similarly, activities for developing the gross motor skills of children
were done like walking, running, skipping, jumping, throwing, climbing and
many others which allow them to move their muscles in legs, arms and
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torso. More so, administrators narrated that Kindergarten teachers
observed proper care in doing such activities to ensure that no one will be
hurt.
Meanwhile, considering the responses made by Kindergarten
teachers, they consider the development of fine and gross motor skills
among Kindergarten pupils to engage in wholesome physical and health
activities as the most evident as shown by the highest obtained weighted
mean of 3.47 and first in the rank of order. Teachers know that children
need to develop both their fine and gross motor skills to be efficient and
effective movers when engaging in wholesome physical and health
activities. In terms of health activities, teachers proclaimed that children, at
this stage, should acquire an understanding of good health habits and
develop their awareness about the importance of safety and how they can
prevent danger at home, in school and in public places.
Nevertheless, teachers believed that the development of behavior
appropriate for various situations and places and the demonstration of
awareness of learners’ social identity among others were the least evident
as manifested by the lowest obtained weighted mean of 3.22 and last in
the rank of order. Based on the interview made, teachers attested that they
guide Kindergarten pupils to learn basic concepts pertaining to

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herself/himself, how to relate with other people in his/her immediate
environment, demonstrate awareness of one’s social identity and
appreciate cultural diversity among the school community and other
people. Also, teachers recognized that it is important that at this fragile
stage, children learn how to act according to the situation and how to
handle their emotions.
As a whole, administrators and teachers viewed that content and
suitability were very evident in the implementation of Kindergarten
Curriculum as revealed by the obtained composite mean of 3.45 and 3.32,
respectively. Based from the findings, it showed that the content for
Kindergarten education are carefully chosen and appropriate to children’s
developing needs. This is important since Kindergarten is the transition
period from informal to formal literacy considering that age five is within the
critical years in which positive experiences must be nurtured to ascertain
school readiness.
At the same time, contents for Kindergarten education must be
carefully designed since this is the period of greatest growth and
development during which the brain continuously develops most rapidly
and almost at its fullest. Hence, this period must be maximized. This
supports the idea of Graue that Kindergarten education needs a more

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integrated curriculum that addresses the developmental needs of each
child.
1.2. Readiness of Children. Administrators and Kindergarten
teachers assessed the implementation of Kindergarten Curriculum
considering the readiness of children. The result of the assessment made
is reflected on Table 2.
As shown on the table, administrators considered that it is
extremely evident that Kindergarten pupils can draw vertical and horizontal
line as bared by the highest obtained weighted mean of 3.60 and first in
the rank of order. According to administrators, learning to write is one of
the most
Table 2
Readiness of Children
Kindergarten
Administrators
Readiness of Children Teachers
WM VI WM VI
1. Move body parts as directed. 3.38 VE 3.53 VE
2. Dance patterns / join group movement activities. 3.42 VE 3.55 VE
3. Hold crayon / pencil with all fingers of his hand making a 3.38 VE 3.46 VE
fist.
4. Scribble spontaneously. 3.43 VE 3.51 VE
5. Draw vertical and horizontal line. 3.60 VE 3.49 VE
6. Draw figures using geometric forms. 3.51 VE 3.43 VE
7. Match objects and colors. 3.43 VE 3.36 VE
8. Sort objects based on two attributes. 3.47 VE 3.36 VE

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9. Arrange objects according to size from smallest and 3.44 VE 3.56 VE

biggest.
10. Name 4-6 colors/shapes. 3.57 VE 3.43 VE
11. Assemble simple puzzle. 3.43 VE 3.46 VE
12. Identify family member when ask to do so. 3.43 VE 3.49 VE
13. Follow one-step directions. 3.46 VE 3.47 VE
14. Name objects in pictures. 3.36 VE 3.51 VE
15. Give account of recent experiences. 3.43 VE 3.24 E
16. Identify 5 body parts of himself/ herself when ask to do 3.49 VE 3.54 VE
so.
17. Use 5-20 recognizable words. 3.51 VE 3.51 VE
18. Demonstrate respect for elders using terms like “po” and 3.53 VE 3.31 VE
“opo”
19. Use cultural gestures of greeting without much prompting. 3.44 VE 3.24 E
20. Comfort playmates. 3.42 VE 3.21 E

Legend: VE - Very Evident E - Evident
complex motor skills that children will learn. Pre-writing activities for
children are a great way for them to learn how to write. Children learn to do
pre-writing lines or strokes in a developmental and age appropriate
sequence. They start with vertical and horizontal line, circles, cross shape,
right and left diagonal line, square and X shape.
On the other hand, administrators viewed that Kindergarten pupils
can poorly name objects in the picture as manifested by the lowest
obtained weighted mean of 3.36 and last in the rank of order. Kindergarten
teachers use pictures to enhance the curriculum. Pictures engage children

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who are not yet ready to respond to written materials. With the
administrators’ opinion, they see teaching with photographs as a way of
building direct and sensory connection with children resulting in new levels
of interest and attention and higher levels of visual literacy.
With regard to the assessment made by the teachers, arranging
objects according to size from smallest to biggest and vice versa is the
thing that Kindergarten pupils are most capable of doing as shown by the
highest obtained weighted mean of 3.56 and first in the rank of order.
Teaching pupils to arrange objects according to size is teaching seriation.
The concept of seriation is an important foundational skill for mathematics.
As children develop, they are better able to organize a set of objects in a
certain order, such as from smallest to largest. This is an important skill as
they may be required to order numbers in a set as part of a math problem
in later years. This correlates with the recommendation of Espada
encouraging teachers to provide activities to maximize the learner’s full
potential and allow them to build up logic at an early stage.
Notwithstanding, teachers deemed that Kindergarten pupils find it
hard comforting their playmates with the lowest obtained weighted mean of
3.21 and last in the rank of order. Teachers narrated that they encourage
children to comfort others who are hurt or upset. Also, they said that they
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show support to children when they see them do a kind thing for someone
else and invite them to tell the group what they did and why. At the same
time, teachers mentioned that they employ strategies in order to develop
children’s concern for others. More often, they invite the more outgoing
children to escort other children when going to the bathroom, lunchroom or
playground. These actions were quite important since Shepard and Smith
believed that Kindergarten is the period when children are expected to
grow socially and have a better handle on the skills needed to make
friends and work in a group.
In general, the readiness of children in view of the implementation of
Kindergarten Curriculum is very evident as assessed by administrators and
Kindergarten teachers with the obtained composite mean of 3.46 and 3.42,
respectively. It is a good thing to note since starting Kindergarten is a big
step for children. Although there are no hard and fast rules about when a
child is ready for Kindergarten, there are still some expectations that could
be seen that will help teachers and administrators to determine whether
the child is ready for formal schooling.
A child does not need to have mastered reading, writing and
arithmetic before he or she starts school, but should show that he or she is
focused and stimulated by learning. As the finding of Allan goes, it is

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important for Kindergarten pupils to possess strong personal and social
skills that will signify their readiness
1.3. Availability of Instructional Materials and Facilities. The
result of the assessment made by administrators and Kindergarten
teachers on the implementation of Kindergarten Curriculum in terms of the
availability of instructional materials and facilities is presented in Table 3.
With the findings reached, it could be gleaned that administrators
assessed that the National Kindergarten Curriculum Guide for Teachers
and Standard Competencies for Five-Year Old are the most available
instructional materials as disclosed by the highest obtained weighted mean
of 3.58 and first in the rank of order. The National Kindergarten Curriculum
Guide for Teachers and Standard Competencies for Five-Year Old have
Table 3
Availability of Instructional Materials and Facilities
Kindergarte
Availability of Instructional Materials and Administrators
n Teachers
Facilities WM VI WM VI
1. Small and big story books with pictures 3.42 GE 3.38 GE
2. Available stories with theme 3.38 GE 3.01 ME
3. Primer lessons 3.50 GE 3.25 GE
4. National Kindergarten Curriculum Guide for 3.58 GE 3.47 GE

Teachers and Standard Competencies for Five-Year
Old
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5. Kindergarten textbooks and worksheets 3.33 GE 2.92 ME
6. Furniture such as tables, chairs and shelves 3.50 GE 3.39 GE
7. Television 3.26 GE 3.19 ME
8. Projector 2.89 ME 2.76 ME
9. Computer set 2.81 ME 2.75 ME
10. Manipulative toys and learning games 3.26 GE 3.25 GE
11. Learners’ kit such as bond paper, color paper, 3.46 GE 3.44 GE
crayons, etc.
12. Teachers’ kit such as cartolina, manila paper, 3.53 GE 3.42 GE

pentel pen, ballpen, etc.
13. Health facilities such as toilet/bathroom and hand 3.46 GE 3.47 GE

washing facilities
14. Play area 3.13 ME 2.99 ME
15. Well-ventilated classroom 3.46 GE 3.08 ME

Composite Mean 3.33 GE 3.19 ME
Legend: GE –Great Extent ME – Moderate Extent
been purposely formulated to guide the Kindergarten teachers in
developing the motor, social, expressive language and other readiness
skills of the young learners. This is parallel to the recommendation of
Faustino, et.al. proposing learning activities which are interactive, with
focus on the development of affective and psychomotor domains and with
emphasis on the development of higher-order thinking skills that are
parallel to the demand of the 21st century.
Furthermore, it consists of the list of standards categorized by
domains and sub-domains, components and developmentally-appropriate

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competencies or indicators. Each matrix of the different domains is
assigned with competencies or indicators appropriate for the five-year old
Filipino children. Some areas are expressed in Filipino. This will serve as
the shopping list of skills expected to be developed that could prepare the
child for formal instruction in Grade 1.
On the part of the teachers, they disclosed that the National
Kindergarten Curriculum Guide for Teachers, Standard Competencies for
Five-Year Old and health facilities such as toilet/bathroom and hand
washing facilities are highly available with the highest obtained weighted
mean of 3.47 and first in the rank of order. As stated in DepEd Order No.
47, series 2016, water, sanitation, and hygiene facilities such as toilet,
bathroom, and hand washing facilities must be suitable to the height of
Kindergarten children. Installation of the toilet bowl should be such that 5-
year old children can sit comfortably on the bowl with both feet touching
the floor, and installation of urinal for the boys should be such that 5-year
old children can stand comfortably with both feet touching the floor. Water
facilities and lavatory should be made available in every classroom.
Both the administrators and the teachers divulged that computer
sets inside Kindergarten classrooms are less accessible as evidenced by
the lowest obtained weighted mean of 2.81 and 2.75, respectively and last
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in the rank of order. The presence of computer sets inside the Kindergarten
classroom will pave the way for ICT integration in teaching. Research has
indicated that the use of ICT can support new instructional approaches and
make hard-to-implement instructional methods such as simulation or
cooperative learning more feasible.
Moreover, teachers commonly agree that ICT has the potential to
improve student learning outcomes and effectiveness. Integration has a
sense of completeness or wholeness, by which all essential elements of a
system are seamlessly combined together to make a whole. In this part,
the recommendation of Larson is related which promotes program for
computer-assisted instruction to become a reality in school.
Finally, administrators and Kindergarten teachers assessed that
instructional materials and facilities as part of the implementation of the
Kindergarten Curriculum are available on a great extent as revealed by the
obtained composite mean of 3.33 and 3.19, respectively. It is a good news
in view of Kindergarten education. Pre-school education at the
Kindergarten level aims to develop children in all aspects including
physical, social, emotional and cognitive so that they will be better
prepared to adjust and cope with life situations and the demands of formal
schooling and to maximize children’s potential through a variety of carefully

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selected and meaningful experiences considering their interests and
capabilities. All these would hardly be possible without the availability of
appropriate instructional materials and facilities.
1.4. Teachers’ Skills and Competence. Administrators and
Kindergarten teachers themselves assessed their skills and competence in
implementing the kindergarten curriculum. The results of the assessment
made are presented on Table 4.
Accordingly, administrators revealed that it is extremely evident that
Kindergarten teachers can align the lesson objectives with the teaching
methods, learning activities and instructional materials or resources which
are appropriate to their learners as shown by the highest obtained
weighted mean of 3.51 and first in the rank of order. Administrators
Table 4
Teachers’ Skills and Competence
Kindergarten
Administrators
Teachers’ Skills and Competence Teachers
WM VI WM VI
1. Deliver accurate and updated content knowledge 3.49 VE 3.28 VE
using appropriate methodologies, approaches and
strategies.
2. Explain learning goals, instructional procedures 3.42 VE 3.29 VE

and content clearly and accurately to students.
3. Align with lesson objectives and teaching 3.51 VE 3.31 VE

methods learning activities and instructional
materials or resources appropriate to learners.
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4. Engage and sustain learners’ interests in the 3.44 VE 3.47 VE

lesson by making content meaningful and relevant
to them.
5. Establish routines and procedures to maximize 3.46 VE 3.43 VE

instructional time.
6. Select, prepare and utilize technology and other 3.47 VE 3.22 ME

instructional materials appropriate to the learners
and the leaning process.
7. Provide activities and uses materials which 3.50 VE 3.54 VE

involve pupils in meaningful learning.
8. Show flexibility in the use of teaching strategies 3.50 VE 3.43 VE

appropriate to the needs of children.
9. Design or select learning experiences suited to 3.50 VE 3.38 VE

different kind of learners.
10. Pace lessons appropriate to the needs and 3.49 VE 3.25 VE

difficulties of learners.
Legend: VE - Very Evident ME - Moderately Evident
remarked that Kindergarten teachers were able to do alignment.
Alignment refers to how all the instructional materials, teaching
methods, learning activities and means of assessment work together to
ensure that children achieve the learning objectives. Without it, pupils may
feel at lost, confused or frustrated by their learning experience. Alignment
is an important skill that a Kindergarten teacher should possess since
according to Ledesma, an effective Kindergarten teacher can align his
teaching methods, learning activities, instructional materials and resources

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with the lesson objectives appropriate with the learners.
Nevertheless, they asserted that Kindergarten teachers find it hard
to explain clearly and accurately the learning goals, instructional
procedures and content to pupils as supported by the lowest obtained
weighted mean of 3.42 and last in the rank of order. This implies that
Kindergarten teachers lack the necessary skills in communication which is
important since according to Wayant, teaching requires communicating
knowledge and guiding of the intellectual development of the human
beings.
When it comes to instructional procedure, Kindergarten teachers
acclaimed that they are instructed to adopt learner-centered approach and
utilize the pedagogical approaches. Hence, the study of Sembrano
recommended training teachers to enhance their personality in order to be
more accepting in the use of authentic pedagogies such as learner-
centeredness.
On the other hand, Kindergarten teachers maintained that they are
excellent in providing activities and in using materials which involve pupils
in meaningful learning with the highest obtained weighted mean of 3.54
and first in the rank of order. As stated in the K to 12 Basic Education
Primer (2012), activities provided are play-based considering the

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developmental stage of Kindergarteners and some of the materials used to
present the lesson were in the form of toys. In this connection, the finding
of Clavio and Fajardo is relevant indicating that toys are an essential part
of a preschool classroom but they are usually used in free play or for
content-specific lessons.
Meanwhile, teachers admitted their difficulty in selecting, preparing
and utilizing technology and other instructional materials which are
appropriate to learners and the learning process as manifested by the
lowest obtained weighted mean of 3.22 and last in the rank of order.
Kindergarten teachers need to have the initiative to improve this area most
especially that Silver noted that as schools become more technologically
advanced, teachers also need basic technological skills for audio-visual
presentations and for reporting and taking attendance electronically.
Likewise, teachers affirmed that topics about ICT integration in teaching
are often included in the in-service trainings provided for them. This was
Abulon’s recommendation which requires designing training programs for
teachers based on their assessed needs to ensure effective teaching.
In general, administrators and teachers assessed that Kindergarten
teachers are skillful and competent in implementing the Kindergarten
Curriculum as bared by the obtained composite mean of 3.48 and 3.36,

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respectively. The finding is positively taken with reference to Code of
Ethics for Professional Teachers of the Philippines which expects teachers
to possess dignity and reputation with high moral as well as technical and
professional competence.
1.5. Parental Involvement. The results of the assessment made
by administrators and teachers on the extent of parental involvement in the
implementation of kindergarten curriculum are presented in Table 5.
The results verified that administrators witnessed that parents are
involved to a very great extent on school-based and inter-school contests
or competitions as supported by the highest obtained weighted mean of
3.56 and first in the rank of order. These contests or competitions are
usually in the forms of poster making, poem recitation, choral singing,
ballroom dance competitions, storytelling and others. Administrators
Table 5
Parental Involvement
Kindergarten
Administrators
Parental Involvement Teachers
WM VI WM VI
1. Brigada Eskwela/ National Schools 3.44 GE 3.33 GE
Maintenance Week
2. Parent-Teacher Conferences/ Card Giving 3.46 GE 3.33 GE
3. School Health and Nutrition Program/Feeding 3.46 GE 3.38 GE

Program
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4. Sports Activities/ School Intramurals 3.49 GE 3.35 GE
5. School-based and Inter-school Contests/ 3.56 GE 3.38 GE

Competitions
6. Celebration of Annual Events in School 3.46 GE 3.32 GE

(Buwan ng Wika, Nutrition Month, United
Nations’ Day, etc.)
7. Implementation of Gulayan sa Paaralan 3.50 GE 3.19 ME

Program
8. Early Registration Day 3.49 GE 3.42 GE
9. Balik Eskwela Program 3.51 GE 3.24 ME
10. Every Child A Reader Program (ECARP)/ 3.43 GE 3.14 ME

School-Initiated Reading Program
11. General Assembly/ Meetings/ Conferences 3.44 GE 3.31 GE
12. Homeroom/ General Parent-Teacher 3.54 GE 3.39 GE

Association
Composite Mean 3.48 GE 3.31 GE
Legend: GE – Very Great Extent ME – Moderate Extent
witnessed how parents fell happy and proud seeing their children perform
on stage. Some acknowledged that opportunities like these turn into
parent-child bonding moments.
This correlates with the findings reached by Gonzales disclosing that
parents especially fathers start to establish a close and nurturing
relationship with their children, engage in leisure and play activities,
provide moral guidance and take responsibility for coordinating their
children’s care and activities in school.

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On the other side, Kindergarten teachers highly acknowledged
parents’ extensive participation during the conduct of Early Registration
Day as disclosed by the highest obtained weighted mean of 3.42 and first
in the rank of order. According to teachers, parents cooperate in order to
attain the goal of conducting early registration which is to achieve universal
participation and completion of the cycle. Prior to the assigned date of
Early Registration, teachers shared that they do necessary preparations
like house to house enrolment campaign and making announcements
through posters and other forms so that all parents in the community are
inform. In return, parents participate by bringing their young children to
school for listing on the date scheduled by the Department of Education.
Along the same concern, Kindergarten teachers affirmed that the
success of the implementation of DepEd’s early registration lies on the
active support and participation of the school and the community. This
gives substance to the idea of Herold and O’ Donnell confirming that when
schools, families and community groups work together to support
education, children tend to do better in school, stay in school longer and
enjoy learning more. Besides, Wright, et. al (2010) reiterated that
education is a shared responsibility.
Sadly, both the administrators and Kindergarten teachers deemed

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that parents’ involvement on the implementation of Every Child A Reader
Program (ECARP) and other school-initiated reading program is weak as
uncovered by the lowest obtained weighted mean of 3.43 and 3.14,
respectively, and last in the rank of order. ECARP is a national program
that addresses the thrust of DepEd to make every Filipino child a reader at
his or her own level. It is designed to equip elementary pupils with strategic
reading and writing skills to make them independent young readers and
writers.
Administrators and teachers believed that parents’ involvement was
hindered by their own level of education and their limited available time
with their children. The findings were strengthened by Obeidat and Al-
Hassan who mentioned about time constraints as other obstacle to
effective communication between teachers and parents. Parents’ work
schedule may also conflict with school events, and thus make parents
unable to attend.
As a whole, administrators and Kindergarten teachers divulged that
parents are involved to a great extent in the implementation of
Kindergarten Curriculum as shown by the obtained composite mean of
3.48 and 3.31, respectively. Parents are the first educators of children.
Their involvement both in and out of school sets a precedent for many
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future learning outcomes. The same way to say that parents’ involvement
is a tool for children’s educational success. Perhaps, Karr-Jelinek
maintained that a high-quality Kindergarten education program encourages
parent involvement in the home and in the classroom.
Table 6 shows the summary of the variables considered in the
implementation of Kindergarten Curriculum.
On top of the effective implementation of the Kindergarten
Curriculum, it is important to consider the readiness of children, teachers’
skills and competence and parental involvement. Children should naturally
be ready for schooling so that they are prepared for whatever activities will
be done in the school.
Likewise, as teachers are in the frontline of implementing the
curriculum, it must be ensured that they are competent and skillful enough.
Table 6
Implementation of Kindergarten Curriculum
Administrators Teachers Average

Variables
WM VI WM VI
Content and Suitability 3.45 VE 3.32 VE 3.37
Readiness of Children 3.46 VE 3.42 VE 3.44
Availability of Instructional 3.33 VE 3.19 ME 3.26

Materials and Facilities
Teachers' Skills and Competence 3.48 VE 3.36 VE 3.42

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Administrators Teachers Average
Variables
Parental Involvement 3.48 VE 3.31 VE 3.40
Legend: VE - Very Evident ME- Moderately Evident
The Department of Education should guarantee that public Kindergarten
teachers meet the set of standards by providing continuing teacher training
while schools division offices may initiate need- based trainings.
When it comes to parental involvement, Prince-Mitchell asserted that
school leadership is instrumental in establishing and developing a
partnership between homes and the school by creating opportunities for
joint activities for all concerned thus assuring the success of Kindergarten
Curriculum implementation.
2. Comparison of the Assessment of the Two Groups of Respondents
The assessments made by administrators and Kindergarten
teachers on the implementation of Kindergarten Curriculum regarding
content and suitability, readiness of the children, availability of instructional
materials and facility, teachers’ skills and competence and parental
involvement were likewise determined in this study. Table 7 reflects the
comparison of the responses regarding the said variables.
Table 7
Difference on the Assessment of the Administrators and Kindergarten
Teachers Themselves to the Implementation of Kindergarten
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Curriculum
Computed p Decision Verbal
t values values HO Interpretation
Content and Suitability 4.604 0.000 Rejected Significant
Readiness of Children 1.492 0.140 Failed to Not significant
Reject
Availability of 3.699 0.000 Rejected Significant
Instructional Materials
and Facilities
Teachers' Skills and 2.556 0.013 Rejected Significant
Competence
Parental Involvement 3.737 0.000 Rejected Significant
It was uncovered that there is a significant difference between the
assessments of administrators and teachers when it comes to the
implementation of Kindergarten Curriculum in terms of content and
suitability, availability of instructional materials and facilities, teachers’ skills
and competence and parental involvement as evidenced by the computed
t values of 4.604, 3.699, 2.556 and 3.767, respectively. Meanwhile, it was
bared that there is no significant difference between the assessments of
administrators and teachers considering the readiness of children in the
implementation of Kindergarten Curriculum as supported by the computed
t value of 1.492.
For administrators and teachers, there is no single factors
determines whether a child is ready for kindergarten. Instead, a child’s

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development needs to evaluate on several fronts. His ability to think
logically, speak clearly and interact well with other children are all critically
important to success in school. Kindergarten readiness can be nurtured in
every child through positive interaction with parents and other children.
With the understanding that the earliest years of childhood education are
critical in establishing later success, school administrators and
kindergarten teachers are dedicated to provide children with opportunities
to play and learn with other kids inside or outside of a school environment.
3. Problems Met by Kindergarten Teachers in the Implementation of
the Curriculum.
This study also considered the problems met by Kindergarten
teachers in the implementation of Kindergarten Curriculum as assessed by
administrators and teachers. Table 8 reflects the results of the assessment
made.
Table 8
Problems Met in the Implementation of the Curriculum
Kindergarten
Administrators
Problems Teachers
WM VI WM VI
1. Lack of Adequate Preparations/ Trainings for Teachers 3.00 Often 2.83 Often
to Implement Kindergarten Curriculum
2. Few Teaching Guides/ Curriculum Guides Given 2.89 Often 2.63 Often
3. Lack of Support/ Technical Assistance Rendered for 2.92 Often 2.86 Often
Kindergarten Teachers
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4. Limited Funds for Kindergarten Curriculum 3.14 Often 3.13 Often
Implementation
5. Poor Motivation/ Incentives Given to Kindergarten 3.06 Often 2.88 Often

Teachers to Develop/ Update Instructional Resources
6. Absence of Strong Support System from Parents, 2.93 Often 2.83 Often
Community and Other Stakeholders
7. Absence of Conducive and Standard Classroom for 2.96 Often 2.82 Often
Kindergarten
8. Lack of Appropriate Chairs, Tables and Other Facilities 2.92 Often 2.81 Often
suited for Kindergarten Classrooms
9. Few Learning Resources like Pictures, Learning 2.93 Often 2.83 Often
Blocks, Story Books, Play Facilities and Others Provided
10. Lack of Continuing Professional Program for 2.86 Often 2.69 Often
Kindergarten Teachers
11. Undeveloped Teachers’ Personal and Professional 2.36 Seldom 2.33 Seldom
Skills and Competence
12. Overcrowded Classroom with Learners 3.17 Often 3.11 Often
13. Non Participative Learners during Group Activity 2.89 Often 2.65 Often
14. Abseentism of Learners 2.89 Often 2.72 Often
15. Learners Failed to do Homeworks because of Lack of 3.01 Often 2.81 Often
Support from Parents
Composite Mean 2.93 Often 2.80 Often
Undeniably, the presence of overcrowded classroom with learners is
the most frequently encountered problem in the implementation of
Kindergarten Curriculum as perceived by administrators as evidenced by
the highest obtained weighted mean of 3.17 and first in the rank of order.
On the other hand, for teachers, limited fund available for
Kindergarten Curriculum implementation delays its effectiveness as

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revealed by the highest obtained weighted mean of 3.13 and first in the
rank of order. Teachers confessed that the availability of sufficient amount
of fund is necessary to finance the actions toward enhancing Kindergarten
education.
On the contrary, both the administrators and the teachers believed
that Kindergarten teachers’ undeveloped personal and professional skills
and competence are not a barrier towards effective Kindergarten
Curriculum implementation as supported by the lowest obtained weighted
mean of 2.36 and 2.33, respectively and last in the rank of order.
This supported the findings of Balagtas, et. al. revealing that
Kindergarten teachers possess the 21st century personal and professional
skills.
When brought together, all the identified problems in the
implementation of Kindergarten Curriculum are often met according to
administrators and teachers as bared by the obtained composite mean of
2.93 and 2.80, respectively. In the midst of overcoming the problems met,
Gullo believes that teachers need to be responsive to the environment and
flexible in adapting the curriculum to meet the needs.
Based from the assessment made, it was revealed that there are
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common problems encountered in the implementation of Kindergarten
Curriculum. These include few teaching guides and curriculum guides
given; lack of support or technical assistance rendered for Kindergarten
teachers; limited funds for Kindergarten Curriculum implementation; poor
motivation or incentives given to Kindergarten teachers to develop or
update instructional resources; absence of conducive and standard
classrooms for Kindergarten; overcrowded classroom with learners; and
absenteeism of learners.
Despite the existence of these challenges, Kindergarten teachers
find means to overcome these and ensure that Kindergarten Curriculum is
implemented to the fullest. When it comes to limited teaching guides or
curriculum guides given, teachers stated that teaching guides and
curriculum guides for Kindergarten could be downloaded from the internet.
With their initiative, teachers resort to downloading and printing their own
copies of teaching guide and curriculum guide instead of waiting for the
supply to come.
Teachers also verified the lack of support or technical assistance
rendered to them. Support or technical assistance usually comes from their
immediate superior which is their school head and supervisors. In
providing technical assistance, the providers must identify the needs of

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their clients. In this regard, they conduct needs assessment. Kindergarten
teachers identify their needs based on their Teachers’ Strengths and
Needs Assessment (TSNA). When the needs are identified, technical
assistance providers may visit them and respond to their needs. More
often, technical assistance are given to teachers right after the conduct of
instructional supervision.
It is also a pressing need for teachers to have sufficient fund to
finance the needs and activities relative to the implementation of
Kindergarten Curriculum. With the shortage of available fund, teachers
mentioned that they initiate simple fund raising activities where proceeds
will be used to support the needs of the Kindergarten classroom. They
added that they were able to purchase additional facilities and instructional
materials through these fund raising activities. Moreover, teachers also
noted that they seek support from possible donors, partners and
stakeholders for financial and material assistance.
The assessment also revealed that poor motivation or incentive
given to Kindergarten teachers to develop or update instructional
resources is another problem. Nowadays, there are seminars and
workshops conducted wherein Kindergarten teachers are tasked to design
lesson plan and other instructional materials. Upon editing and completion
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of their submitted lesson plans and materials, they are given certificates of
recognition as writers. These could be used by them for ranking purposes
when they aspire for promotion. Along with this, the school and the division
strengthen the reward system for Kindergarten teachers’ exemplary
performance.
With the increasing enrolment of Kindergarten pupils, it could not be
avoided that schools face the problem of having overcrowded classrooms.
This is also associated with the issue that classrooms available are not
suitable and conducive for Kindergarten classes. To resolve this,
Kindergarten classes are conducted in two sessions, one in the morning
and the other one in the afternoon. This strategy somehow lessens the
number of learners in a class. Additionally, school heads report their
classroom shortages. Schools with classroom shortages are on the priority
list of those who will be given additional classrooms funded by the national
or local government. There are also private corporations who help schools
in building additional classrooms. Therefore, school heads have to
coordinate with them and seek their support.
Lastly, teachers lamented about frequent absenteeism of learners.
There are several school initiatives conducted to respond to this issue. The
school initiates programs for pupils at risk of dropping out wherein the early
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warning sign is frequent absenteeism. There are also feeding programs
initiated by the school for those pupils who have nutritional and health
problems which cause them to be absent from their classes. The school
also implements government programs providing financial assistance for
pupils who have financial problems which hinder them to go to school
every day.
These are just few measures initiated by the school aside from the
actions initiated by the teachers themselves. Teachers narrated that they
call the attention of parents and guardians and conduct home visits to
follow up pupils who are frequently absent from class. Teachers also craft
modules for pupils who cannot go to school on a regular basis due to
health problems. At the same time, teachers shared how they strengthen
their reward system for pupils. Recognition is done every month for pupils
who have perfect attendance.
5. Child Development Activities
According to Robson and Smedley (2016), children in Kindergarten
come to the classroom from many different backgrounds and with a wide
range of experiences. To develop them, Fromberg maintained that there
should be a variety of activities at the disposal of Kindergarten teachers
and administrators. Based from the assessment made on the status of

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Kindergarten Curriculum implementation, it was revealed that availability of
instructional materials and facilities; content and suitability; parental
involvement; teacher’s skills and competence and readiness of children
are considered from least to greatest. Along with these, there are problems
like non-participative learners during activities and absenteeism of
learners. Hence, below are the proposed developmental activities
designed based from the problems met to help enhance Kindergarten
Curriculum implementation.
Activity: Helping Partners
Objectives:
1. To get a chance to express themselves and feel important
2. To have an opportunity to lead other children in an activity
Strategies:
 Children form pairs and sit back-to-back with their arms
interlocked with their partner. In this position they work together
to stand up. Next, ask the children to face each other with their
legs slightly bent and their feet touching. They hold hands and
work together to stand up from this position.
 Children need to see that they have friends so they do not feel
alone. Girls and boys get opportunities to share same activities

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together. Let the children know what will be happening next.
Activity: One Toy, Two Children
Objectives:
1. To get a chance to express themselves and feel important
2. To have an opportunity to lead other children in an activity
Strategies:
 Children hear a story about a quarrel between two children who
hit each other because they both wanted the same toy. Children
will solve the problem of the quarrel by answering questions like
“What would you do if you were one of those children?”
 Children will act out the situation of the quarrelling children
 Other children are encourage to try to solve the problem
through discussion to arrive at a mutual agreement and applaud
a positive solution to the quarrel.
Activity: Friends Together
Objectives:
1. To feel secure with other children and have friendly interactions with
others
2. To have an opportunity to make new friends
Strategies:
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 Children chooses a friend to be their partner. If the culture
permits, encourage mixing (boys and girls together).
 Children hold hands and take turns selecting and then doing a
physical activity together, e.g., running, jumping, hopping, or
walking backwards.
 Children need to see that they have friends so they do not feel
alone. Girls and boys get opportunities to share same activities
together. Let the children know what will be happening next.
Activity: Follow the Leader
Objectives:
1. To express themselves and have an opportunity to lead other
children in an activity
2. To develop the feeling of being important when given specific roles
on a team.
Strategies:
 Children chooses a leader. The leader gets up and the other
children follow him/her, imitating him/her as he/she moves
around the room hopping, clapping hands, nodding head,
waving, jumping, etc.
 They will choose a new leader and the game continues.

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 Children need to feel they are part of a team. Assigning roles is
a way to increase the sense of responsibility, to build trust, and
to organize interaction with children. Let the children know what
will be happening next.
Activity: We Can Move/Hide and Seek
Objectives:
1. To increase ability to recognize and analyse
2. To learn how to sit, kneel, crawl by using different body parts for
better sense of balance
3. To gain self-confidence and basic trust
Strategies:
 Two children hold hands to make a tunnel. Encourage young
children to crawl through the tunnel. They could also be a tree,
a mountain, etc.
 Teacher will crouch down so s/he are face to face with the
children; this encourages open or increased communication.
 Always smile and display a genuine interest in caring for the
young child.
Activity: Counting Puzzle
Objectives:
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1. To show interest in counting up to 10
2. To name written numbers from 1–10
3. To understand that adding and subtracting changes numbers.
Strategies:
 Children will put the puzzle together and talk about the number
of pieces in the puzzle. It will help children to learn numbers by
pointing to and counting the number of dots for each piece.
 Each child will be given one piece of the puzzle and find their
match (five-dot piece finds the number 5 piece). Children will
line up according to their number/dot match. Children will
complete the circle puzzle by adding each pair number in order.
 Write out the numbers 1–10 on cards, one card for each
number. Give each child a card. Ask them to find the puzzle
piece with the same number of dots.
 Children uses lots of practice counting everything.
 Use cards, puzzle pieces, and even children to help children
learn simple addition and subtraction. For example, sit in a
circle. Ask five children to stand up. Ask one child to sit down.
How many children are still standing?

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 Ask a child to find the puzzle piece with three dots. Ask another
child to find the piece with two dots. Count the number of dots.
How many do you have now? (5) Can you find the puzzle piece
with the number 5? Repeat this many times.
 Children sing silly songs and rhymes using the numbers 1–10.
Activity: Memory Game
Objectives:
1. To develop ability to recognize similarities and differences,
categories, logic
2. To develop their creativity by assembling the cards on their own
3. To learn more about the world surrounding them through the pictures
that are displayed in front of them
Strategies:
 Place all cards face down. Each player then picks two and turns
them over so other players can see the face and where the card
is located on the table. If they do not match, cards are placed
face down again in the same location and the next player takes
a turn. If they do match, the player keeps the pair. As the game
is played, everyone sees the images on each card and their
location, and players can begin to memorize where the

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matching cards are on the table. Child can then choose
matching pairs of cards from memory and keep the pairs that
they match. The player with the most matching cards wins.
 Children can play set of colorful cards freely. As the child picks
up a card, the child talk about the card that he/she picked up.
 The child to pick up another card with the same picture. If the
child picks up a card that does not match the previous one, tell
him/her what the new card is that he/she just picked up. Ask the
child to match the cards side by side by theme/content.
Activity: Puzzle Blocks
Objectives:
1. To concentrate and are quiet, but their minds are expanding
2. To provide children with opportunities to think and reason
3. To focus and get down to the work of being a child
Strategies:
 The child or a group of children will complete the puzzle and
memorize where each piece is supposed to go.
 Children form a group and will challenge to complete the puzzle
as fast as they can. All participants are invited to contribute to
completing the puzzle.

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Activity: Construction Blocks
Objectives:
1. To build more complicated shapes and figures
2. To understand more about size and shape and what happens when
they add too many blocks
Strategies:
 Children can play set of colorful blocks freely. Child can
assemble blocks together as a house, bridge or any other
construction.
 To promote cooperation, each child is given a block to build a
structure together. Each child place his/her block one at a time
until a structure is built.
Activity: Dominoes
Objectives:
1. To count, match and add dots
2. To understand and follow rules of a game
3. To show an interest in numbers and counting
Strategies:
 Children sit in a circle with five dominoes each. Put the rest in a
pile in the middle of the circle.

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 The first player puts down one of his dominoes.
 The next player must attach a domino to the one in the middle
matching the number of dots. If he can’t make a match, he
takes a domino from the pile.
 The next player either plays one of his dominoes or takes one
from the pile if he doesn’t have a match.
 Continue playing until one player is out of dominoes.
Activity: Stacking and Sorting Kit
Objectives:
1. To show interest in numbers, shapes and sizes
2. To sort items by different features, each item in a group sharing one
feature
3. To compare sizes
Strategies:
 Children sort the items in their own creative ways.
 Using these stacking/sorting items, children order the objects
according to color, size or shape.
- Find all the items that are the same size.
- Find all the items that are the same shape.
- Make a line of items from the smallest to biggest.

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- Make a pile of all the same color.
 Children count the number of items in each group.
Activity: Puppets
Objectives:
1. To interact together and share stories
2. To develop child’s imagination and express feelings
3. To express their happiness in movement and sound
Strategies:
 Children uses the hand puppets to tell a familiar story. Put a
puppet on one of the child’s hand, and give other child a puppet
to hold. Tell each child who his/her puppet will be in the story.
Have the children listen carefully so that they will know when to
make their puppets talk. Begin telling the story. When the time
comes for a child’s puppet to say something, give help if
needed.
 Children uses the puppets to play out events that have
occurred, both happy and sad, and may want to discuss such
events with the teacher.
Activity: Stringing Beads
Objectives:
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1. To develop fine motor skills by creating necklaces, bracelets, etc.
2. To increase their control in handling objects and develop dexterity
Strategies:
 Children are grouped into two teams and complete a necklace
with one color as quickly as possible.
 Child put beads on the string by colors and/or shape. The child
counts how many beads he/she strung.
 Children string many kinds of objects in their own way and talk
about the things they have chosen to string.
Activity: Paper and Crayons
Objectives:
1. To develop their creativity
2. To express themselves through the art of drawing
3. To learn how to use more than one material together
Strategies:
 Children draw or write what they want on the paper.
 Children present and describe their drawing and help children to
listen while one of them presents.

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 Children explore how to fold the paper to make paper shapes
(boat, box, hat, basket, house, animal, etc.); how to cut paper
into strips and how to make a collage from paper scraps.
 Children copy letters or numbers when appropriate.
Activity: Sponge Ball
Objectives:
1. To increase child’s control in handling the ball
2. To engage in communications with teacher and/or other children
3. Self-direct physical activities and have fun with the balls
Strategies:
 Children kick, roll, throw, or bounce balls to one another.
 Children will show how to drop or toss the ball into the large
basket in the middle of the floor.
 Children can play together in teams using the ball.
Activity: Board Book
Objectives:
1. To communicate with caregivers and/or other children
2. To have fun and enjoy talking about what they see in the book
Strategies:
 Sit in a group and display the board books in front of children.

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 Children will tell what they see and what they can find in the
pictures in the books
 Children tell a story about the pictures.
 Children find and name objects in their environment that look
like the pictures.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the analysis and interpretation of data

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gathered to answer the specific questions.
Summary
The main purpose of this study was to determine the implementation
of Kindergarten Curriculum in public elementary schools in the Division of
Lipa City.
Specifically, it sought answers to the following questions posited:
1. How do administrators and Kindergarten teachers themselves
assess the implementation of Kindergarten Curriculum in terms of:
1.1. content and suitability;
1.2. readiness of children;
1.3. availability of instructional materials and facilities;
1.4. teachers’ skills and competence; and
1.5. parental involvement?
2. How do the assessments of the two groups compare? Is there a
significant difference?
3. What are the problems met by the teachers in the implementation
of Kindergarten Curriculum as a whole?
5. What child development activities will help strengthen the
implementation of Kindergarten Curriculum?

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The study made use of the descriptive method of research where
questionnaire and interview served as the data gathering instruments.
Respondents were administrators and Kindergarten teachers of the
seventy-two public elementary schools in the Division of Lipa City.
Statistical tools used were weighted mean, ranking and t-Test
Findings
The study had the following findings.
1. Implementation of Kindergarten Curriculum
This study sought the assessment of administrators and
Kindergarten teachers on the implementation of Kindergarten Curriculum
1.1. Content and suitability. Administrators and teachers viewed
that content and suitability were very evident in the implementation of
Kindergarten Curriculum as revealed by the obtained composite mean of
3.45 and 3.32, respectively. Moreover, they believed that the content of the
Kindergarten Curriculum helps in the development of positive attitude
towards reading and writing, effective use of language and fine and gross
motor skills to enable children to engage in wholesome physical and health

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activities.
1.2. Readiness of children. The findings showed that the readiness
of children in view of the implementation of Kindergarten Curriculum is very
evident as assessed by administrators and Kindergarten teachers with the
obtained composite mean of 3.46 and 3.42, respectively. Kindergarten
children were found to be able to draw vertical and horizontal line and
arrange objects according to size from smallest to biggest and vice versa.
1.3. Availability of instructional materials and facilities.
Instructional materials and facilities as part of the implementation of the
Kindergarten Curriculum are available on a great extent as revealed by the
obtained composite mean of 3.33 and 3.19, respectively. The National
Kindergarten Curriculum Guide for Teachers and Standard Competencies
for Five-Year Old are the most widely available instructional materials while
health facilities like toilet/bathroom and hand washing facilities are
commonly found inside Kindergarten classrooms.
1.4. Teachers’ skills and competence. Administrators and teachers
assessed that Kindergarten teachers are skillful and competent in
implementing the Kindergarten Curriculum as bared by the obtained
composite mean of 3.48 and 3.36, respectively. It was discovered that they
can align the lesson objectives with the teaching methods, learning
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activities and instructional materials or resources appropriate to the
learners and provide activities and use materials which involve pupils in
meaningful learning.
1.5. Parental involvement. Administrators and Kindergarten
teachers divulged that parents are involved to a great extent in the
implementation of Kindergarten Curriculum as shown by the obtained
composite mean of 3.48 and 3.31, respectively. Parents are most involved
during the conduct of school-based and inter-school contests and
competitions.
2. Comparison of the Assessment of the Two Groups of
Respondents
It was uncovered that there is a significant difference between the
assessments of administrators and teachers when it comes to the
implementation of Kindergarten Curriculum in terms of content and
suitability, availability of instructional materials and facilities, teachers’ skills
and competence and parental involvement as evidenced by the computed
t values of 4.604, 3.699, 2.556 and 3.767, respectively. Meanwhile, it was
bared that there is no significant difference between the assessments of
administrators and teachers considering the readiness of children in the
implementation of Kindergarten Curriculum as supported by the computed

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t value of 1.492.
3. Problems Met by Kindergarten Teachers in the
Implementation of the Curriculum
Administrators and Kindergarten teachers often encounter problems
in the implementation of Kindergarten Curriculum as bared by the obtained
composite mean of 2.93 and 2.80, respectively. It was disclosed that
overcrowded classroom with learners and limited funds for Kindergarten
curriculum implementation are the major challenges they encounter.
4. How are the Problems Addressed
Teachers find means and initiate activities in order to address the
common problems they met in the implementation of Kindergarten
Curriculum.
5. Child Development Activities that will Strengthen the
Implementation of Kindergarten Curriculum
Child development activities with corresponding objectives were
proposed based from the findings met to strengthen the implementation of
kindergarten curriculum.
Conclusions
From the findings of the study, the following conclusions are drawn.
1. Kindergarten teachers and administrators have a clear

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understanding on the implementation of Kindergarten Curriculum and
found to be strongly implemented if there is more available of instructional
materials and parents’ involvement
2. Even though Administrators and Kindergarten teachers have
different opinions on the implementation of Kindergarten Curriculum, they
both agree in terms of the readiness of children in entering Kindergarten.
3. The presence of overcrowded classroom with learners is
perceived by administrators as the most frequently encountered problem in
the implementation of Kindergarten Curriculum while limited fund available
is the main problem according to teachers.
4. Teachers find means and initiate activities in order to address the
common problems they met in the implementation of Kindergarten
Curriculum.
5. To strengthen the implementation of Kindergarten Curriculum,
more interesting child development activities that may be conducted inside
and outside the classroom and improve children’s basic knowledge on
physical and natural environment were proposed.
Recommendations
Based from the findings and conclusions, the following
recommendations are offered.

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1. The proposed child development activities may be reviewed and
modified for possible implementation.
2. Partnership with stakeholders in the community can be sought to
provide support in terms of securing the availability of instructional
materials and facilities for Kindergarten classrooms and offering additional
funds to finance training programs designed to strengthen the skills and
competence of Kindergarten teachers.
3. Similar studies may be conducted to verify the results and enrich
the output.
BIBLIOGRAPHY
A. Books
Copple, C. and Bredekamp, S. (2009). Developmentally Appropriate

Practice in Early Childhood Programs, Serving Children from Birth to
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Age 8. Third Edition. Washington DC. National Association for the
Education of Young Children.
Fromberg, D.P. (2012). Play and Meaning in Early Childhood Education.

Boston. Pearson Education Publishing.
Gooden, Caroline (2013). The Importance of Communication Skills in

Young Children. University of Kentucky.Research Brief. Human
Development Institute.
Graue, E. (2011). What’s Going On with Children’s Garden Today. Albany,

New York. NAEYC Publications.
Gullo, Dominic F. (2008). Teaching and Learning in the Kindergarten Year.

Washington, DC. Pearson Education Publishing.
Karr-Jelinek, C. (2009). Transition to Kindergarten: Parents and Teachers

Working Together. Washington, DC. Educational Resources
Information Center.
Robson, S. and Smedley S. (2016). Education in Early Childhood: First
Thing First. London. David Fulton Publishers.
Silver, Freddie (2014). What Skills Knowledge and Experiences are

Needed to Become a Teacher. Houston Texas. Published at Houston
Chronicle.
Wayant, P. (ed) (2008). Teaching and Learning are Lifelong Journeys.

USA. Blue Mountain Press.
B. Unpublished Materials, Theses and Dissertations
Abulon, Edna Luz Raymundo (2014) “Basic Education Teachers’ Concept

of Effective Teaching: Inputs of Teacher Education Curriculum in the
Philippens”. Unpublished Thesis, Philippine Normal University
Philippines.
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Allan, Mark R. (2008) “Qualitative Study of Kindergarten School Readiness

and Personal and Social Development”. Unpublished Thesis, Saint
Louis University, Baguio City, Philippines.
Balagtas, Marilyn U., et. al., (2014) “21st Century Teacher Image to
Stakeholders of Teacher Education Institutions in the Philippines”.
Unpublished Thesis, Philippine Normal University, Manila.
Clavio, Josefa Carina V. and Fajardo, Amelia C. (2008) “Toys as

Instructional Tools in Developing Problem-Solving Skills in Children”.
Unpublished Thesis, University of the Philippines, Diliman,
Philippines.
Espada, Janet P. (2012) “The Native Language in Teaching Kindergarten

Mathematics”. Unpublished Dissertation, Leyte Normal University,
Philippines.
Faustino, Joel Bernal , et.al., (2013) “Analyzing the Textbooks Used for
Public Kindergarten Classrooms in the Philippines”. Unpublished
Thesis, Harris Memorial College.
Gonzalez, Donna Marie Catherine V. (2010) “Father Involvement in the

Filipino Context”. Unpublished Thesis, Saint Louis University, Baguio
City, Benguet, Philippines.
Larson, Susan H. (2007) “Computer – assisted Instruction in Literacy Skills

for Kindergarten Students and perceptions of Administrators and
Teachers”. Unpublished Thesis, University of Southeasthern
Philippines, Davao City, Philippines.
Sembrano, Josefina (2011) “The Role of Teacher Efficacy and

Characteristics in Teaching Effectiveness, Performance and Use of
Learner – Centered Practices”. Unpublished Thesis, De La Salle
Collage of Saint Benilde, Philippines.
Yanilla- Aquino, Lalaine F. (2012) “The Effects of Bilingual Instruction on

the Literacy Skills of Young Learners”. Unpublished Thesis,
University of the Philippines, Quezon City, Philippines.
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C. Journals, Magazines, Articles
Code of Ethics for Professional Teachers of the Philippines
K-12 Basic Education Primer
Rathbun, A. & Hauskin, E. (2011). How are transition-to-kindergarten

activities associated with parent involvement during kindergarten?
Paper presented at the Annual meeting of the American Educational
Research Foundation: Seattle, WA.
Republic Act No. 10157, The Kindergarten Education Act
Republic Act 9155
Republic Act No. 10533, The Enhanced Basic Education Act of 2013
Shepard, I.A. & M.I. Smith. (2008) Escalating academic demand in

kindergarten: counterproductive policies. The Elementary School
Journal, (89) 135-45. In Maxwell, K. and Eller, C. (1994, September)
Children’s Transition to Kindergarten, Young Children.
D. Memoranda
Department of Education (2012). DepEd K to 12 Curriculum Guide for

Kindergarten. Philippines: Department of Education.
Department of Education Order No. 21 (2012). Policies and Guidelines on

the Implementation of the Universal Kindergarten Education
Program. Philippines: Department of Education.
E. Internet Sources
Ledesma, P. (2011). “Are you a 21st century teacher?”. Retrieved from

http://blogs.edweek.org/teachers/leading_from_the_classroom/2011/
02/are_you_a_21st_century_teacher.html
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APPENDIX A
Republic of the Philippines

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Batangas City
GRADUATE SCHOOL
October 13, 2015
MRS. LUDY N. PASAGUI

Officer-in-Charge
Schools Division Superintendent
Division of Lipa City
Lipa City
Madam:
Greetings of Peace!
In partial fulfillment of the requirements for the Degree Master of Arts

in Education, Major in Educational Management at Batangas State
University, Batangas City, I am writing a thesis entitled,
“IMPLEMENTATION OF KINDERGARTEN CURRICULUM IN PUBLIC
ELEMENTARY SCHOOLS IN THE DIVISION OF LIPA”.
In connection with this, I have the honor to request your permission

from your good office to allow me to distribute questionnaire to
Kindergarten teachers and school heads of Division of Lipa City. Attached
herewith is the aforementioned questionnaire for your referral.
I hope that this request will merit your consideration and approval.
Thank you very much.
Respectfully yours,
JESSA F. FERRANCULLO
Graduate Student
APPENDIX B
Republic of the Philippines

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Batangas City
GRADUATE SCHOOL
IMPLEMENTATION OF KINDERGARTEN CURRICULUM IN PUBLIC

ELEMENTARY SCHOOLS IN THE DIVISION OF LIPA
INTERVIEW GUIDE QUESTIONS
1. How long have you been teaching in kindergarten?
2. What activities are usually performed by kindergarten pupils?
3. What do you expect a kindergarten pupil can do?
4. Are the instructional materials and facilities for kindergarten class available
and sufficient?
5. How competent are kindergarten teachers in handling classes with young
learners?
6. Are there trainings provided for kindergarten teachers?
7. Do kindergarten need the support of parents? How do you encourage parent
involvement?
8. As a whole, what problems do you encounter in implementing the
kindergarten curriculum?
9. How do you solve these problems? Do you receive any assistance?
10. If we are aiming to develop a child, what activities could you suggest?
CURRICULUM VITAE
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PERSONAL INFORMATION
Name: Jessa Fabreag Ferrancullo

Place of Birth: Labac, Lipa City Batangas
Date of Birth: December 23, 1987
EDUCATIONAL BACKGROUND
Post Graduate: Master of Arts in Education

Major in Educational Management
Batangas State University
Batangas City
College: Bachelor of Elementary Education

Kolehiyo ng Lungsod ng Lipa
(Formerly Lipa City Public College)
Brgy. Dagatan – Marawoy, Lipa City
2005 – 2009
High School: De La Salle Lipa

Mataas na Lupa, Lipa City
2000 – 2005
Elementary: Padre Valerio Malabanan Memorial School

Brgy. Uno, Lipa City
1999 – 2000
TEACHING EXPERIENCE
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Pangao Elementary School
Pangao, Lipa City
2010 – 2011
Rafael M. Lojo Memorial School

Banaybanay, Lipa City
2011 – present
ELIGIBILITIES
Licensure Examination for Teachers

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1

BATANGAS STATE UNIVERSITY

people to reach their full potential. Education is an essential right which

permits each person to receive instruction and to blossom socially. It also

consists of a form of learning that is necessary for the development of

one’s personality and identity as well as his physical and intellectual

capabilities. It permits the transmission of common principles to new

generations and the conservation and perpetuation of social values.

Likewise, education contributes to the flourishing of individuality as its

ultimate objective is the improvement of a person’s quality of life.

The right to an education is a fundamental and universal right. It is a

human right which ought to be accessible to everyone without any

children must be able to go to school and thereby benefit the same

opportunities to build a better future. Additionally, educational institutions

must be equally gratuitous so that children from disadvantaged

environments will be able to enjoy their right to an education. It is the

responsibility of the government to guarantee each child’s right to an

BATANGAS STATE UNIVERSITY

to learn to read and write.

A worldwide movement towards ensuring education for all was

driven by the desire to provide the right to education pursuant to Article 26

of the 1948 Universal Declaration of Human Rights which states that

and expand opportunities and freedoms. It will contribute to fostering

peace, democracy and economic growth as well as improving health and

reducing poverty towards sustainable development.

As one of the countries who affirmed in the declaration of the World

which is a vision and a holistic program of reforms of the country to

achieve an improved quality of basic education for every Filipino by 2015.

BATANGAS STATE UNIVERSITY

basic learning needs or enabling all Filipinos to be functionally literate

which means having the complete range of skills and competencies –

cognitive, affective and behavioral which enables individuals to live and

work as human persons, develop their potentials, make critical and

of their environment and that of the wider community in order to improve

the quality of their lives and that of the society.

considered to be strategic among many other important possible actions to

One of these tasks is curriculum development to continuously enrich the

curriculum and instruction will continue to require research and

development as knowledge expands, social demands change, educational

practices evolve and people’s goals and aspirations arise.

To contextualize this task and to cope up with the global demands,

Philippines adopted the K-12 Basic Education Program. This major

overhaul in the educational system is in response to the global need of

providing a worldwide recognized quality of education. The K-12 Basic

BATANGAS STATE UNIVERSITY

curriculum in place, future Filipino students will be ready and better

equipped to join overseas universities at the undergraduate level making

the country an attractive recruitment destination.

Thus, without any hesitation, President Benigno Aquino III, in May

added to what was a 10-year education curriculum to make basic

curriculum. Accordingly, the goal of the new curriculum is to give Filipino

for tertiary education when the time comes.

Education Curriculum is that Kindergarten education which was previously

optional became mandatory and compulsory for children aged 5 before

entrance to Grade 1. This is supported by the enactment of Republic Act

No. 10157 known as Kindergarten Education Act making Kindergarten an

integral part of the basic education system of the country. As stated in RA

BATANGAS STATE UNIVERSITY

children to avail of accessible mandatory and compulsory Kindergarten

education that effectively promotes physical, social, intellectual, emotional

formal elementary schooling.

Based on the same act, Kindergarten is vital to the academic and

mind’s absorptive capacity for learning is at its sharpest. With the