EXTENT OF IMPLEMENTATION OF CREATIVE

CURRICULUM STRATEGIES, PLAY-BASED ACTIVITIES

AND THEIR EFFECTS ON EARLY CHILDHOOD
DEVELOPMENT OF KINDERGARTEN PUPILS

SHEILA MAE B. JUNGGAY

Master in Arts in Education
Major in Educational Administration

14 September 2019| Holy Trinity College of General Santos City

 INTRODUCTION

In this fast-paced and complex changing world the early

childhood education must not only teach children to write
their names or sing their ABC’s but to think creatively, learn
enjoyably, and response maturely to the vast and varied
demands of education in order to succeed. The millennial
learners find traditional teaching and teachers as plain. Thus,
teachers must fill the kid’s early childhood memories with
formal lessons yet presented in a creative and fun way.
 Tegano et.al (1991) asserts that there is as
strong link between curiosity and creativity.
Some recent studies show that individuals who
are creative think more efficiently and actively
that the others when faced with obstacles in
life.
 Montessori coined that “children have
natural desire to learn and that, when they are
placed in an enriched environment with
specially designed materials and highly trained
teachers, they learn quickly and easily through
hands on experience.
 To address the increasing demands of the early
childhood education, a decade of developmental and
economic, and program evaluation research have
resulted in a growing global consensus regarding the
importance of investing in early childhood development
Yoshikawa.(2018).
 The ECD need worldwide sustainable
development goals, giving topmost
priority to the services to be provided for
the kids like health, social, learning, and
psychosocial aspect.
STATEMENT OF THE PROBLEM

Specifically, this study will answer the

following questions;
1. What is the level of implementation of
the creative curriculum strategies in the
class?
2. What is the level of implementation of
play-based activities in the class?
3. What is the effect of skills developed
by the kindergarten pupils relative to:
3.1. cognitive skills;
3.2. language skills;
3.3 physical skills; and,
3.4. social skills?
4. Is there a significant relationship between
the extent of level of implementation of creative
curriculum strategies and play-based activities
and the early childhood development of the
kindergarten pupils?
HYPOTHESIS

There is no significant relationship

between the extent of level of
implementation of creative curriculum
strategies and play-based activities and
the early childhood development of the
kindergarten pupils.
SCOPE AND LIMITATIONS

This descriptive-correlative study will

be limited to the extent of level of
implementation of creative curriculum
strategies, play-based activities and their
effects on early childhood development of
the kindergarten pupils in Polomolok
West District.
 This study will cover the creative curriculum
strategies, play-based activities and the early
childhood development skills like cognitive,
language, physical, and social skills to be
specific. A survey questionnaire will be
distributed to one hundred and five (10)
kindergarten parents of the seven schools in
Polomolok West District through a random
sampling.
THEORETICAL FRAMEWORK

This study will be guided by the idea of Maria

Montessori of a conducive early childhood
classroom learning wherein kindergarten pupils are
grouped according to their development and learn
from their experiences from their environment.
Moreover, the play-based theory is one of the
outcome Montessori’s idea wherein a child can
learn while at play.
 This method and its application is based on
human tendencies to explore, move, share with
a group.
The curriculum prioritizes children’s
development through creative activities that will
help develop kids holistically or make use of
their multiple intelligences including cognitive,
social, physical, and language skills.
 Thus, the early childhood development
merely relies on the different and varied
strategies and play-based activities. What really
matters are that a preschooler can hone their
skills at their own time and their own phase while
enjoying and having fun in achieving their
proximal development.

kindergarten pupils in Polomolok West District.

CONCEPTUAL FRAMEWORK

Creative Curriculum
Strategies
Independent Variable Early Childhood
Development
Dependent Variable

Play-based Activities
Independent Variable
 The conceptual framework as presented
in Figure 1 shows the different variables in
the study. The first variable is the creative
curriculum strategies. The second is the
play-based activities. Third, is the early
childhood development of the kindergarten
pupils in Polomolok West District.
 METHODOLOGY

This chapter contains the research design of

the study, the sampling procedure, instrumentation
and the procedures used to gather data, and the
analysis of these data.
RESEARCH DESIGN

This study will utilize a descriptive-

correlative study. This study will describe the
extent of implementation of creative curriculum
strategies and play-based activities used in the
class. This will also describe the level of skills
developed by the preschoolers like cognitive,
language, physical and socials skills.
 Next, the creative curriculum strategies and play-
based activities will be determined whether it has a
significant relationship to early childhood development
of kindergarten pupils. A survey will be conducted to
105 kindergarten parents in the 7 schools of
Polomolok West District through a random sampling.
The gathered data will be analyzed and interpreted
using the weighted mean and Pearson


LOCALE OF THE STUDY

The Polomolok West District comprises of

the seven (7) schools namely; Bentung
Elementary School-Main, Bentung Elementary
School Annex-II, Sulit Elementary School,
Lumakil Integrated School, Sumbakil
Elementary School, Koronadal Proper
Elementary School, and Crossing Palkan
Elementary School.
 These schools are located in the
municipality of Polomolok, South Cotabato. The
schools in this district has a total enrolment of
3, 193.
RESPONDENTS

The respondents of this descriptive-

correlative study will be 105 kindergarten
parents in the seven (7) schools of Polomolok
West District. Using simple random sampling,
the researcher will select kindergarten parents
for study participation based on their particular
knowledge.
RESEARCH INSTRUMENT

The needed data of this study will be

gathered using the survey questionnaire that will
be developed and validated by three (3) experts.
The questionnaire will be based on National
Kindergarten Curriculum Guide and the Early
Childhood Care and Development
 It is composed of three (3) parts namely:
creative curriculum strategies with 20 items,
play-based activities with 15 items, and early
childhood development with subtopics in
cognitive, language, physical and social skills
with 12 items per subtopics ad has a total of 83
question items.
STATISTICAL TREATMENT

The gathered data will be used to analyzed

and interpret first the extent of level of
implementation of creative curriculum strategies in
the class and to determine the play-based activities
used by the teachers using weighted mean. Then,
same treatment will be used to determine the early
childhood skills developed by the kindergarten
pupils.
 A five-point scale will be utilized for the
interpretation of this study.
SCALE RANGE DESCRIPTION I NTERPRETATION

5 4.50-5.00 ALWAYS VERY HIGHLY DEVELOPED

4 3.50-4.49 OFTEN HIGHLY DEVELOPED

3 2.50-3.49 SOMETIMES AVERAGELY DEVELOPED

2 1.50-2.49 SELDOM LOWLY DEVELOPED

1 1.00-1.49 NEVER VERY LOWLY DEVELOPED

 Next, Pearson Product Moment Correlation
Coefficient will be used to determine the
significant relationship between the creative
curriculum strategies and play-based activities
and the early childhood development of the
kindergarten pupils in Polomolok West District.
The hypotheses will be tested at 5% level of
significance.