Play-Based Projects of Kindergarten Pupils towards their Holistic Development
1Julius P. Reyes, 2Faustino I. De Chavez
1Taysan Elementary School Taysan, San Jose, Batangas, Philippines
District of San Jose, Division of Batangas Province
1,2 Batangas State University
Rizal Avenue, Batangas City, Batangas, Philippines
DOI: https://doi.org/10.54476/iimrj306
ABSTRACT
The Department of Education strengthens the inclusion of kindergarten in the curriculum since it provides positive experiences that will nurture and ascertain school readiness. Kindergarten pupils at this stage should be immersed with different activities, like games and plays to naturally gain the abilities or skills appropriate for their wholesome development, these activities literates and make them ready for school. This study sought to assess the play-based projects of children towards their holistic development in the District of San Jose, Division of Batangas. Specifically, this looked into the profile of the teacherrespondents and also considered the extent by which teachers used the play-based activities. It also dealt on the extent that play-based activities contributed holistically to development of kindergarten pupils. This study used the descriptive method of study with a researcher-made questionnaire as the main data gathering instrument. Interview was conducted to complement gathered responses. Researcher used frequency, percentage, rank, and weighted mean as statistical tools for data analysis. Twenty-seven kindergarten teachers from different public elementary schools served as the respondents of the study. Findings showed that most of the kindergarten teachers were female, middle-aged, elementary education graduates with pre-school as major. They were relatively new in the profession and had limited attendance to seminars and trainings on kindergarten teaching. Results also revealed play-based activities developed pupils’ psychomotor and cognitive skills to some extent while affective development was to a moderate extent. Play-based activities were assessed to contribute moderately to holistic development of pupils, thus signifying that more activities were needed to develop and improve learning of kindergarten pupils. The researcher designed holistic development projects highlighting play-based activities for kindergarten pupils for skills development. It was recommended that a similar study be conducted in other schools on how they managed the play-based activities considering other factors that may affect the kindergarten pupils’ holistic development.
Keywords: Kindergarten pupils, Kindergarten teachers, holistic development, play-based project