Strategic Instructional Approaches in Early Childhood Education: Implications to the Kindergarten Curriculum in Selected Public Elementary Schools in Calamba City

Abstract

INTRODUCTION

Early childhood programs can be defined by their purpose. The main purpose of many programs is child care, others it is enrichment, and the rest is compensation for some lack in the children's readiness. The researcher has observed the various learning styles and behaviors of the pupils. This is the reason that prompted the researcher to conduct this study. The purpose of this study was focused on the strategic instructional approaches in early childhood education in terms of behavioral approaches, managerial approaches, system approaches, humanistic approaches, and grassroots approaches.

METHODS

The descriptive method of research was used to achieve the goals and objectives set for the investigation. The data-gathering instruments used tested questionnaires, interviews, and observations. The following are the selected public schools in the division of Calamba City: Jose Rizal Memorial School (JRMS/Central 1), Calamba Elementary School (CES-Central 2). The study involves the total population of kindergarten teachers in two central schools in Calamba City. The population sampling was used utilizing all the 45 kindergarten teachers in Calamba City.

RESULTS

The challenges experienced by the teachers in the implementation of the preschool education include lack of activities that will help children develop phonological awareness skills of children, lack of variety of reference books and reading materials, and lack of various strategies to assess day to day learning among the pupils. The implications include adequate financing to support program standards, teacher preparation, ongoing professional development, and compensation, creation and support policies and initiatives that promote program accreditation for early childhood education. The researcher also identified the challenges encountered by the respondents in teaching early childhood education. Through the findings of this study, implications were drawn to improve early childhood education for the K-12 curriculum.

DISCUSSIONS

The teachers often used strategic instructional approaches in early childhood education in terms of behavioral approach, managerial approach, system approach, humanistic approach, and grassroots approach. Teachers may develop strategies that would further improve the strategic instructional approaches in early childhood education in areas of behavioral approach, managerial approach, system approach, humanistic approach, and grassroots approach. They may develop measures to address the challenges encountered by the respondents in teaching early childhood education. School administrators may utilize the implications of the findings that can be used to improve early childhood education for the K-12 curriculum.