Developmentally Appropriate Practices of Kindergarten Teachers in the Division of Camarines Sur

Abstract

INTRODUCTION

This research was funded by the Provincial Government of Albay through the Graduate School Subsidy Program (GRASSP).

Kindergarten education lays the foundation for lifelong learning and for the total development of a child. A child whose developmental needs have been met is more likely to grow into a self-reliant, responsible, caring and contributing member of society. In this regard, early education plays a critical role during the child's important developmental period. The children are expected to meet the desired skills and competencies throughout the kindergarten stage. The study will help teachers to craft and create instructional materials appropriate with the age and level of understanding in meaningful experiences.

METHODS

The researcher utilized the descriptive-evaluative method.

RESULTS

Performance, Instructional support, Teacher qualification, and Monitoring and evaluation is high. Five domains of learning are adopted by the school Heads and teachers interpreted as "very much". There is no significant difference in the appraisal of school heads and teachers on the level of attainment in Kindergarten Education. There is no significant difference in the appraisal of school heads and teachers on the extent of DAP adopted by the teachers.

Activities proposed by the researcher shall guide the Kindergarten teachers on developmentally appropriate practices and provide inputs to the school administrators in terms of policy-making.

DISCUSSIONS

Enrollment data revealed the rise and fall of enrollees

Instructional support as much attained, Teachers' qualification much attained, while moderately attained is on having previous experience kinder Monitoring and evaluation, as much attained

Cognitive, language, and literacy environment as much practiced.Social/emotional environment, as much attained. The physical environment, as much practiced.

On the test significant difference in the attainment of Kindergarten Education, the value is greater than the value of 5 at .05 indicating no significant difference in the variables. On the test of significant difference in the appraisal of appropriate practices adopted by teachers, the values are greater than the value of 5 at .05 implying no significant difference, while the computed value on cognitive, language and literacy environment is lesser than the value of 5 at .05 manifesting a significant difference Developmentally Appropriate Activities consist of strategies and techniques ensuring a complete understanding of DAP, especially the breadth of instructional approaches are proposed.