Kindergarten Implementation During Pandemic: Their Access to Quality Early Childhood Education
Cherry Rose Alba | Sabrina Irenea | Christian Labad | Elreen Aguilar-Delavin
Discipline: Education
Abstract:
The long-running pandemic has affected every facet of the educational system, but early childhood education has been
particularly devastated. While all level and types of education are facing serious challenges, early childhood sectors is one of
the most vulnerable sectors and prone to have bigger impact. For almost two (2) school years kindergarten learners have
experienced learning setbacks and limited social experiences which are necessary for the growth and development. This health
crisis doesn’t just affected learners but also it affected teachers who endured degraded working conditions, stress for job
uncertainty and including mental health issues, it also brought effects to parents or families of the leaners. This study sought
answers to the following questions: What are the kindergarten implementation during pandemic?; What are the pandemic’s
impact to the access of kindergarten pupils to quality early childhood education?; and How do kindergarten pupils cope to have
access to quality early childhood education?. This study is a qualitative approach and the data were gathered by conducting
personal interviews in a purposive random sampling with 25 kindergarten teachers, pupils, and parents in Milagros East
District and interpreted through deductive thematic analysis. The findings revealed that kindergarten pupils were not able to
master the most essential learning competencies that are expected of them because of lack of parental support and guidance,
dealing with unfavorable learning environment, and lack of motivation. In spite of having limited resources and numerous
workload, they are used to crafting various learning opportunities for kindergarten like establishing routines and home
visitation to primarily address their learning needs. It is a must for the educational authorities to look into the welfare of both
the kindergarten pupils, teachers, and parents to ensure that they have access to quality early childhood education so as to
prepare them for the next academic step.
References:
- Alvaro,J.A.,(2010)An Investigation of an Assessment-Centered Learning Environment with Formative Use. Pearson assessment bulletin 18.pearson education inc. Accessed 30/09/2019 from: https://images.pearsonassessments.com/images/PDF/TMRSBulletin18.pdf?
- Brophy, J. (2010). Motivating students to learn (3rd ed.). New York, NY: Routledge.
- Cohen, J., & Kupferschmidt, K. (2020). Countries test tactics in 'war' against COVID-19. Science , 367 (6484), 1287-1288. https://doi.org/10.1126/science.367.6484.1287
- Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic:
- Chinese parents’ beliefs and attitudes. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105440
- Federation University (2018), Principles of learning Environment: Accessed 22/09/2019 from: https://federation.edu.au/staff/learning-andteaching/teachingpractice/development/principles-of-learningenvironment
- FlipScience. (2020, October 5). 'Tagapagdaloy’: How Filipino parents can help ensure successful modular distance learning. FlipScience - Top Philippine Science News and Features for the Inquisitive Filipino. https://www.flipscience.ph/news/features-news/tagapagdaloymodular-distance-learning/
- Llego, MA. (n.d). DepEd Learning Delivery Modalities for School Year 2020-2021. TeacherPh. https://www.teacherph.com/deped-learning-delivery-modalities/
- Raccoon gang (2018) What Makes Good Learning Environment. Accessed 28/09/2019 from https://raccoongang.com/blog/what-makes-good-learning-environment/06/04/2018)
- Selwyn, N., Banaji, S., Hadjithoma‐Garstka, C., & Clark, W. (2011). Providing a platform for children in early primary grades are most vulnerable as they often do not respond to online learning and are at a critical time of social, cognitive, and intellectual development” (Silverman et al., 2020, p. 463). Not all parents accepted the switch to online learning; a study in China found that parents resisted or even rejected it because they felt it was ineffective, that their young children were not sufficiently independent as learners to benefit from it, and that the parents themselves had neither the time nor expertise to accept a teaching role (Dong et al., 2020). parents? Exploring the nature of parental engagement with school learning platforms. Journal of Computer Assisted Learning, 27(4), 314-323. https://doi.org/10.1111/j.1365- 2729.2011.00428.x
- Sanders, M. G. & Sheldon, S. B. (2009). Principals matter: A guide to school, family, and community partnerships. Corwin: A SAGE Company.
- Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Boston, MA: Pearson.
- Sheldon, S. B. (2009). In School, family, and community partnerships: Your handbook for action.(3rd ed.). USA: Corwin Press Sumaoang, Y. R. P. D. J. D. (2020). The Implementation of Modular Distance Learning in the Philippine Secondary Public Schools. https://www.dpublication.com/Wp-Content/Uploads/2020/11/27-427.Pdf. Retrieved 2021, from https://www.dpublication.com/wp-content/uploads/2020/11/27-427.Pdf
- Study.Com,(2018).Types of Learning Environments: Accessed 2/10/2019 from ; https://study.com/academy/lesson/types-of-learning-nvironment.html#transcriptHeader
- Timmons, K. (2019). Kindergarten expectations and outcomes: Understanding the influence of educator and child expectations on children’s self-regulation, early reading and vocabulary out- comes. Journal of Research in Childhood Education, 33(3), 471–489
- Timmons, K., Cooper, A., Braund, H., & Bozek, E. (2020). Examining the implementation and impact of the COVID-19 remote teaching initiative in Ontario early primary education contexts. Retrieved from https://static1.squarespace.com/static/5e7bd9fe0ebfc91090d87abc/t/5f4eb540f01a8727d196 b418/1598994109
Philippine E-Journals
