Improving Social Skills among Kindergarten Pupils at Panuca Elementary School through Playing

Abstract

Introduction

This action research aims to improve the social skills of Kindergarten pupils in Panuca Elementary School through Playing. Social skills are an integral part of functioning in society. Developing social skills in children prepares them for a lifetime of healthier interactions in all aspects of life. Displaying good manners communicating effectively with others being considerate of the feelings of others and expressing personal needs are all important components of solid social skills.

Methods

The experimental method of research will be employed in the present action research since its main objective was to improve the social skills among kindergarten pupils at Panuca Elementary School. The researcher consulted the headteacher regarding the present action research. Upon the approved headteacher, the researcher conducted the pre-test for the week's lesson. The researcher used the pretest results to determine the two groups of participants. After the experiment, the researcher conducted the post-test. Likewise, a three-item open-ended questionnaire was prepared validated and given by the researcher to the 2 teachers including the headteacher.

Results

In table 1 the level of social skills among kinder pupils revealed to be practiced sometimes with a general mean of 2.28. In table 2 the benefits of playing encourage communication to develop social skills among kinder pupils interpreted as agreement with a general mean of 2.69.

Discussions

Table 1 shows the level of social skills of kindergarten pupils in Panuca Elementary School. As reflected from the table expressing personal needs rank first with a mean of 2.55 and interpreted as frequent. Displaying good manners got a weighted mean of 2.43 and verbally interpreted as sometimes ranked second. The third in rank with a 2.10 weighted mean of explains that pupils sometimes communicate with others effectively. Lastly considering the feelings of others got a weighted mean of 2.07 and interpreted as sometimes. As reflected from table 2 encouraging communication ranked first with a mean of 3.10 and interpreted as agree. Improving cognitive development got a weighted mean of 2.59 and verbally interpreted as agree, ranked second. The third in rank with 2.56 weighted mean agree that pupils develop imagination and physical strength through play. Lastly, encouraging relationship-building to others got a weighted mean of 2.51 and interpreted as sometimes.