Implementation of Play-based instruction in Kindergarten

Abstract

INTRODUCTION

The main purpose of this study was to evaluate and track the implementation of play-based instruction in kindergarten among public schools of Tandag City Division.

METHODS

This study employed descriptive-quantitative design. The instrument underwent a content validity test by experts with aligned relevant knowledge to the study for their suggestions. All answers of the respondents were described accordingly and complete enumeration was used to collect data from school heads as well as a teacher-respondents. Frequency counting described the profile of the respondents, weighted average mean determined the programs comprising play-based instruction, support from administrations, and the major issues and concerns in implementing the play-based approach of instruction and Pearson-moment-product-correlation was used to determine the significant relationship between the profile of the respondents, play-based implementation and the support of school administration.

RESULTS

The implementation of play-based instruction in kindergarten had not been affected by Age, Sex, Civil Status, Highest Educational Attainment, and Civil Status. The extent of play-based implementation based on the Standards and Competencies for five-year-old Filipino children revealed a descriptive rating of "implemented". The indicators of the ECCD competencies showed a descriptive rating of "seldom implemented". Play-based instruction implementation using DAP materials in teaching kindergarten disclosed a descriptive rating of "seldom implemented". The extent of support of school administrators in the implementation of play-based instruction in kindergarten divulged a descriptive rating of "implemented". The result on the challenges encountered by teachers in the implementation of play-based instruction unveiled the top three indicators with a descriptive rating of "moderately serious problem".

DISCUSSIONS

Tandag City Division may consider sending kindergarten teachers to specialized training-workshop that focuses on the different play-based instruction and activities to level-up and sustain its implementation, acquisition of instructional materials and facilities may be provided by the Department of Education through the school administrators. The prescribed class size at 1:25 teacher-pupil ratio and classroom pupil ratio may be observed to ensure quality learning of pupils and provide the opportunity for the pupils to engage and participate in the class, teachers may consider modifying and contextualizing materials and activities using play-based approach.