CONSCIENTIOUS APPROACH IN ADDRESSING MISCONCEPTIONS ABOUT KINDERGARTEN EDUCATION PROGRAM

Abstract

The study brought out in the open misconceptions about the Kindergarten Education Program (KEP) in terms of instruction and assessment. This is in the interest of contributing to the general effort to push the KEP in the direction it is mandated to go. The descriptive survey method was employed in the study involving 24 kindergarten teachers, 44 grade one teachers, and 16 elementary school heads in public elementary schools in Plaridel District under Schools Division of Bulacan. The researcher sought out elementary school heads and grade one teachers to determine their expectations on the learning competencies that kindergarten pupils are supposed to acquire. The study revealed that for elementary school heads and grade one teachers, the learning competencies of kindergarten pupils in terms of phonological awareness was “less than expected.” However, kindergarten pupils’ learning competencies in terms of alphabet knowledge “matched expectation” of elementary school heads and grade one teachers. Furthermore, the study identified common misconceptions held by elementary school heads and grade one teachers about KEP in terms of instruction particularly play-based teaching strategy and assessment. They erroneously believe that kindergarten pupils should spend less time in play and more time in academics in preparation for formal school system; that kindergarten pupils learn more through teacher- directed strategy than play- based teaching strategy; that school should be a place for learning because there is plenty of time for play at home; that test scores should be used to make significant decisions about kindergarten pupils’ education (e.g., promotion, retention, and placement in gifted or special education classes); and that the higher the test scores of kindergarten pupils, the more intelligent they are. All these notions are untrue. The study came up with proposed ways to clarify and address these misconceptions through a conscientious approach. These are the following: (1) engage elementary school heads and grade one teachers in discussion of role of play in kindergarten so that they can advocate play-based activities, (2) make grade one teachers and school heads aware about the content of Standards and Competencies for Five-Year-Old Filipino Children, (3) create a national movement for play in school and communities, (4) conduct more In-Service Training (INSET) about assessment of young children, and (5) disseminate properly the information about assessment in kindergarten not only to kindergarten teachers but also to elementary school heads, grade one teachers, and colleagues. Based on the above findings, some implications were identified and recommendations were made for further research and improvement. Keywords: kindergarten, learning competencies, phonological awareness, play-based teaching, assessment