BERF Basic Research Proposal Application

BERF Basic Research Proposal Application Template LEAD PROPONENT BACAY, PAMELA CAMILLE BRETON MEMBER MEMBER TITLE OF RESEARCH Play-Based Teaching for Kindergarten Learners: Strategy for Learning Recovery DIVISION Batangas City Introduction and Rationale Education is important to everyone. It is the instrument to build the development of being human. It is also something that is absolute in the way that individuals conduct their life. So everyone tries to enter schooling amidst hardships in life. Parents try to send their children to school to widen their knowledge in all aspect to become totally well-equipped human beings. It is education that helps an individual to improve his standard of living. It lifts the status of individuals who wants to be successful in their future. People may reach the highest pedestal which they desired. With education, society deliberately transmits its accumulated knowledge, developing the power of maturity. According to Section 3c of the Republic Act 10157 of 2012 states that “Kindergarten education shall be understood in the Act to mean one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade 1”, which is adopted in item III 6A of DepEd Order No. 47, s. 2016 – Omnibus Policy on Kindergarten Education and item #2 of DepEd Order No. 20, s. 2018. Kindergarten education aims to make education responsive to the needs, circumstances, and diversity of learners, schools, and communities using developmentally-appropriate and culturally-sensitive practices. It is anchored on the principles of developmentally appropriate practices (DAP) which immerses the learners in meaningful experiences thru engaging play based, and child-centered activities. The Mother Tongue of the learner shall be the primary medium of teaching and learning. In line with the implementation of the Republic Act no. 10157 or the Kindergarten Education Act that provides equal opportunities for all children to accessible and mandatory kindergarten education. Kindergarten education that effectively promotes physical, social, cognitive, and emotional skills stimulation and values formation is offered to all five (5)-year old Filipino children to sufficiently prepare them for Grade One. Literature Review Schools and teaching staff can use play therapy as an effective tool by embracing ‘playful’ teaching and classes to help support learning and skills development, as well as children’s overall well-being. Play fosters and develops children’s curiosity in the world. Through play, children can explore different types of materials. Through play, children learn life-long skills that will help them in the rest of their schooling and their adult life. Play can impact their cognitive and social development. The study of (Spodek & Saracho, 2017) states that preschool classrooms now, there are many objects for children to play with. Children often engage in arts and crafts activities in the preschool classroom and engage in songs and games throughout the day. Froebel often used the terms freedom and play to describe his curriculum. Although his activities usually had precise directions on how to use the materials. Likewise, (Roden & Szabo, 2020), early childhood programs are essential to the future of children and provide a foundation for children’s learning and development. Many early childhood educators would agree that early childhood programs lay the foundation for the children entering school. There are so many different domains covered in early childhood classrooms, from academics to social emotional skills. Early childhood classrooms provide an environment for children to engage in play and develop social, language, and cognitive skills while interacting with their peers. Maria Montessori also developed a type of early childhood program. Maria Montessori cultivated her curriculum from children’s natural play activities . She provided materials that she designed for children and observed them playing with the materials. Observation is a major element in preschool classrooms now. Observations are used for planning and assessment. Children were able to play and manipulate with these Montessori materials but in certain ways. John Dewey believed education for young children include their daily experiences in the community. Dewey believed that play could be used to reconstruct the experiences children are involved in in the community. Often teachers provide materials that children may see in their community, such as providing children with print they may see in the community. In addition to those studies, (Bremme & Erickson, 2019) states that most play in early childhood classrooms incorporates social interactions between children. In social interactions between children, they must be able to read their verbal and nonverbal simultaneously to be able to know what is happening In contrast, there are many instances during play where children do not have social interactions with other children. There are certain areas of play in which this is not necessary, such as an art center and the writing center. Socio-dramatic play also helps students develop language skills (Moyles, 2019). Today there are high-stakes tests, push-down curriculum, and widespread criticism from teachers, parents, and policy makers that believe play is a waste of time. There has been a recent emphasis for academics in earlier grades to prepare students for standardized tests in later grades. Kindergarten used to be consumed with play and interaction between students and their teachers. (Roden & Szabo, 2017). Moreover, (Massey, 2018), here are different categories play can fall into. Unstructured play allows children to how to negotiate, to share, to work in groups, to resolve conflicts, and lean self-advocacy skills. Unstructured play allows children to move and play at their own pace, discover their own interests, and learn decision making (Lowry, 2018). The type of play that is used in most preschool settings is structured play, or guided play. This is where a teacher sets up intentional learning targets for each center. Guided play is play that is structured to directly teach academic skills and concepts. Each item in the center is put there for an intended purpose. These play experiences are carefully thought out by the teacher. Numbers or letters may be put in centers that are not typical, such as in the block center or in the sensory table. There are also materials that the teacher can set out that let students explore with less of an intended academic purpose but to foster children’s creativity and interest. Stocking the writing area with various materials based on the student’s needs, such as sandpaper letters for finger tracing, sand trays for writing letters, brushes, paints, and jumbo pencils (Rushton, 2019). As early childhood educators it is important to know the different types of play and the progression of those types of play. Knowing where the children in their class land on the progression of play will allow early childhood educators to facilitate more meaningful play experiences. Mildred Parten Newhall observed children at play and recognized six different types of play, unoccupied play, solitary play, onlooker behavior, parallel play, associative play, and cooperative play (Johnston, Kidder, Nelson, & Paul, 2017). Unoccupied play is when babies or toddlers are exploring the materials but may look unorganized. Solitary play is when the children are playing by themselves without any other social involvement. Onlooker behavior is when they are still playing by themselves but may be watching another child play with different toys, but they do not interact with that child. Parallel play is when children are playing next to a child but are not playing with that child; they may be using similar actions or materials as that child. Associative play is when children are sharing play materials with others, but they are more interested in playing with others than the materials. Cooperative play is when children are playing together and working together on a common goal. (Rymanowicz, 2020). This is the most complex form of play and producing the richest learner. When children enter preschool, they are typically at parallel play or associative play depending on the amount of play background they have with other children outside of school. Children, by the end of preschool, are typically engaging in cooperative play, unless there is a developmental delay. (Mawson, 2019) Research Questions This study will focus on Play-Based Teaching for kindergarten Learners as a Strategy for Learning Recovery. Specifically, this study seeks to answer the following questions: 1. What is the profile of the respondents in terms of: 1.1 age; 1.2 sex; and 1.3 educational attainment 1.4 length in service 2. How do the respondents assess their play – based teaching strategies in terms of: 2.1 activities; 2.2 instructional materials; 2.3 learning environment; 2.4 time frame? 3. To what extent are the problems encountered by teachers with regard to play based teaching of kindergarten learners? 4. Is there a significant difference between play-based teaching and the learning recovery of the kindergarten teachers in District 9? 5. What activities can be designed for Kindergarten teachers towards play based teaching approach? Scope and Limitation This study will focus on the play based teaching strategy for kindergarten learners in selected variables in District 9, Division of Batangas during the school year 2022 - 2023. Specifically, it will assess the teachers’ play based approach in terms of activities, instructional materials, learning environment and evaluation tools. Moreover, this study designed different activities that would enhance the flexibility of the teachers. The descriptive method of research was utilized in this study. The data valuable for the realization of this study were gathered through the use of questionnaire. Twelve (12) Kindergarten teachers in schools of the District 9, Division of Batangas were the respondents of this study. Thus, the study was limited to the responses of the teachers to the questions provided in the questionnaire. However, the study excluded other Grade school teachers from District 9 in Batangas City because the researcher believes that the first and foremost recipient of the study must be the locality where the researcher belongs. More so, the researcher deemed that covering a large population for study will only sacrifice the quality and worthiness of the paper. Research Methodology A. Sampling The population of the study consists of teachers of twelve kindergarten teachers from the District 9 under basic education Division of Batangas City during the academic year 2022-2023. While the sample was a random stratified taken to help achieve the goal of the study. The sample includes seven (7) who handle kindergarten classes. B. Data Collection A questionnaire was used to gather the needed data for the study. The researchers read books, journals, newspapers, magazines and other related published materials to formulate the items in the questionnaire. Construction of questionnaire. After reading and referring to varied books and other references the researcher constructed the questionnaire. The first draft was made and presented to the adviser for comments and suggestions which was returned with recommendations. The second draft was submitted again to the adviser for further checking, correction and approval. The questionnaire was composed of three parts. Part I was about the profile of the teacher-respondents; Part II was about the assessment of play based learning for kindergarten teachers; and Part III was about the problems encountered by the teachers with regard to play based learning. Validation of questionnaire. After the approval of the adviser, the draft was presented to expert practitioners in education and other education consultants from the panel for comments, suggestion, and recommendations. After including all their suggestions, the researchers made the draft again. The procedure was systematically and orderly undertaken until the instrument had been validated. Administration of the questionnaire. A letter was prepared by the researchers addressed to the principal of the kindergarten teachers in District IX, Division of Batangas City to conduct their study. The final draft of the questionnaire was reproduced for distribution to the target respondents. Retrieval of the Questionnaire. After a week, the researcher returned to the elementary schools in District IX, Division of Batangas City for retrieval of questionnaires. After the retrieval of the questionnaires, the responses were tallied, analyzed and interpreted. Scoring of responses. The following scale continuum was used by the researchers to describe the teachers’ flexibility. Options Scale / Range Verbal Description 4 3.5- 4.00 Very Great Extent 3 2.5- 3.49 Great Extent 2 1.5-2.49 Some Extent 1 1.0-1.49 Least Extent C. Ethical Issues Proper authority will be asked from the school principals through written letter. Names and information given by the respondents from interviews and survey will strictly be treated confidentially. Strictly implement data privacy act. D. Plan for Data Analysis The main statistical tools used in this study were frequency, weighted mean, and ranking. Ranking. This was used to determine the positional importance of responses of the respondents. Frequency. This was used to determine the respondents’ responses with regards to their profile. Weighted Mean. This was used to determine the typicality of responses chosen from the options in the Likert Scale. Timetable/Gantt Chart ACTIVITIES *Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 1.Planning 2.Construction of Survey Questionnaires 3.Revision and Finalization of Survey Questionnaires 4. Interview Survey Proper 5. Consolidation and Analysis of the Result of the Study REFERENCES Bell, E. R., Greenfield, D. B., Bulotsky-Shearer, R., & Carter, T. M. (2016). Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in head start. Journal of Educational Psychology, 108(5), 740-759. Bodrova, E. & Leong, D. J. (2005). Uniquely preschool: What research tells us about the ways young children learn. Educational Leadership, 63(1), 44-47. Bremme, D., & Erickson, F. (1977). Relationships among Verbal and Nonverbal Classroom Behaviors. Theory Into Practice, 16(3), 153-161. Chudacoff, H. (2007). Children at play: An American history. New York: New York University Press. Errorless Learning: Watson Life Resources. (n.d.). Retrieved from https://www.thewatsoninstitute.org/watson-life-resources/situation/errorless-learning/ SUBMITTED BY: (Signature over printed name) PAMELA CAMILLE B. BACAY Republic of the Philippines Department of Education REGION IV-A CALABARZON Address: Gate 2, Karangalan Village, Cainta, Rizal Doc. Ref. Code RO-PPRD-F017 Rev 00 Effectivity 09.20.21 Page 1 of 1 Doc. Ref. Code RO-PPRD-F017 Rev 00 Effectivity 09.20.21 Page 1 of 1 Telephone Nos.: 02-8682-5773/8684-4914/8647-7487 Email Address: [email protected] Website: depedcalabarzon.ph