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Thesis Outline Kapusan Final Na Talaga
Thesis Outline Kapusan Final Na Talaga
Thesis Outline Kapusan Final Na Talaga
MARANIZA G. KAPUSAN
MAY 2016
INTRODUCTION
contribute effectively to the growth and development of his society and nation.
the ages of 3 to 6 years. The National Policy on Education (2004) see that pre-
children age 3-5 years plus prior to their entering the primary school. It is
institution for children, prior to their entering the primary school. Early
(Mezieobi 2006)
child begins immediately as he adapts the new environment. The child learns
to feed, hear, see and respond to stimuli, before learning to sit, walk, talk and
behave like people around him. Day-by-day the change in the child’s
the world around him and curiously seeking to acquire knowledge. The child’s
curiosity is inherent from the time he was born and it can be develop by giving
and much more lately in life. This early experience exposes the child to all
fields which make him more prone to learn in the primary level as the
school is lifted to the primary school. The early childhood institution aims at
developing the cognitive and affective skills of child at an early age. Anderson
(2002) is of the view that when children are exposed to early childhood
ability and social unity needed in adult life and an increased cognitive and
burden with their own concerns that they are unable to provide the guidance
mothers are breadwinner of the family. If however the formative years are
contacts, skilled teaching, and intelligent guidance, then healthy growth and
human life that will play very essential roles in the academic performance of
children in the primary, educational level and even more in the later life of the
individual child.
2016.
2016-2017.
literacy which the age of the student is 5 or 6 years old. This is the
most rapidly, almost at its fullest, and prepares them to enter to first
grade.
and assist the mental, physical emotional, linguistic, and also social
- Socio Demographic
- Pupils’
Profile of Pupils
Academic
With Preschool
Performance
Without Preschool
Introduction
The Early Childhood Care and Development (ECCD) Law which was
enacted in 2000, recognizes the importance of early childhood and its special
needs, affirms parents as primary caregivers and the child's first teachers, and
programs; (b) develops a national system for the recruitment, training, and
accrediting of caregivers; (c) monitors the delivery of ECCD services and the
The Republic Act 6972, the “Barangay (village) Level Total Protection of
Children Act”, has a provision that requires all local government units to
features of the day-care programme that provide for young children’s learning
needs aside from their health and psychosocial needs. Since the
register with the Department of Education. DECS Order No. 107s, 1989,
schedule and some guidelines for classroom management are also included.
curriculum and designed to be implemented during the first eight weeks of the
school year for all Grade One students. A work book for the children and
several story books suitable for five- and six-year-olds are also included in
young children can learn through active exploration in a safe place, learn how
to build relationships with peers and adults, develop self-help skills, absorb
how to solve problems. Academic, social and emotional skills that are acquired
(FEA) the purpose of the Elementary and Secondary Education Act (ESEA) is
to allow for all children to have a fair, equal, and significant opportunity to
obtain a high-quality education. Our current version of ESEA is No Child Left
Behind (NCLB), and it has failed in its attempt to provide an equal Opportunity
To Learn (OTL). OTL means that all children have access to a high quality
environment. NCLB has failed to address the needs of OTL, because public
communities of poverty actually need even more funds then public schools in
poverty by providing additional programs before and after school that include
classes, parenting skills classes, and adult mentoring programs. While these
services are another added expense, they provide a better chance for the child
and the family to succeed, and they play an integral part of the process in
What does it truly mean for a child to be ready for school? The
but it often includes more than just academic readiness. Social, emotional, and
behavioural skills are equally as important in being academically prepared to
begin a formal education. In the past children were considered ready for
kindergarten when they turned 5 years old. We now know that simply turning a
certain age does not mean a child will possess the skills needed to be ready to
learn. “Early childhood educators have seemed at times to hold the view that
the goal of the child is to be five, and have not looked systematically at the
turning 5. The focus now should be on finding out what skills a child should
before entering kindergarten, and what are the best ways to acquire those
skills. Farren believes that, “The Early Childhood Education (ECE) field needs
of experiences lead to what kinds of skills that would then lead to the desired
acquired in order to be school ready do not only include academic, but social
readiness is that children do not have discreet content skills that then must be
explicitly taught before school entry or whether children need time to explore in
skills for early learners, math instruction is often set aside to enable teachers
negative effects for children who do not receive a solid foundation in math
skills, with an emphasis on how that affects children throughout their education
experience.
Head Start.
Thus, in March 1995, DECS issued the following statement on early childhood
education which affirms the importance of preschool but states that preschools
exploring different methods of better preparing children for school, and then
prevalent in the first and second grades, accounting for 60% of total primary
in the earlier grades at below 50% of the norm. These findings resulted in
concerns about such issues as quality of education, dropout rates, and school
readiness. A World Bank study, which showed that children from poor areas
who do not attend preschool have an 18% drop-out rate, while the rate for
majority of these children entered school without having had the opportunity to
years of age.
the summer preschool program was moved into the first four weeks of
regions of the country. Feedback from the teachers suggested that the
October, 1993.
supportive, that the materials were helpful, and that the curriculum helped to
During the 1994-95 school years, the program was expanded further to
at the same time as the official age for entry into primary school was dropped
to six years of age. All Grade I teachers were requested to implement the
short.
curriculum.
work, they had not been given an orientation, they were worried
large.
develops their knowledge and skills across the content areas: language and
literacy, math, science, social studies, and the arts. A high-quality program
also helps facilitate children's social, emotional, moral, and physical
If educators know that some preschool programs are better than others,
what factors make one preschool program better than another, and how does
schools need to establish the quality of their program and the level of their
students’ readiness for school use a High Scope Ready School Assessment
(2012) focused on presenting the public with a state wide system that would
Anthony, Swank &Crawford, 2012, p. 1). “One of the most important reasons
they can use to guide their decisions regarding selection of the best program
for their child” (Williams, et al., 2012, p. 4). This information can provide
parents with the necessary data to make a formal decision about which
preschool program best fits their child’s needs. Areas to consider when
searching for a good preschool are; child-teacher ratio, class size, instructional
strategies, teacher-child interactions, peer interactions, and the ecologies of
the learning environment in which the facility presides in. Since the public is
determines a child’s school readiness after they have completed the program,
of the quality and performance of the program, thus allowing parents to make
an informed decision.
“Children who enter school not yet ready to learn, whether because of
Included in the study were students from different social groups. The focus
was not on SES or race, but on the connection between one’s intellectual
capabilities and their social and emotional skills. “The findings reveal the
outcomes among young students and the long-term effects of early acquired
skills and behaviors” (Bodovski, Youn, 2011, p. 15). The connection cannot be
classroom, one can identify the degree of difficulty they will experience in
has suggested that children who are more attentive to tasks, inhibit impulsive
behavior, and relate appropriately to adults and peers, take greater advantage
and mathematics concepts” (Bodovski & Youn, 2011, p. 4). These are skills
experience. They are taught to focus on both gross motor activities and fine
motor skills, such as playing a physical education game with the whole class,
class rules and routines along with regular reminders to slow down and take
behavior. Preschool lays down the path for a child’s future academic
achievement in school by providing and instilling the early skills students need
to be successful in school.
METHODOLOGY
Research Design
The study will use the descriptive correlation design to determine the
S.Y 2015-2016.
Cotabato.
Sampling Procedure
sampling with equal allocation from the Selected Elementary Schools in Pikit,
North Cotabato.
Research Instrument
The research instrument will use a tertiary data. The first part contains
Second part is the record of the pupils about their academic performance.
the school and to the adviser of the students to ask their permission to get a
performance.
Data Analysis
The data that will be gathered in this study will be analyzed with the use
Statistical Analysis
researcher will use descripted type of analysis. This type of research design
will use in analyzing the data gathered using the tertiary data. Descriptive
statistics will use to interpret data such as frequency, percentage and
weighted mean.
LITERATURE CITED