Home⇛Journal of Interdisciplinary Perspectives⇛vol. 2 no. 2 (2024)

Adaptation to New Learning Modalities: A Case Study of Kindergarten Teachers’ Practices

Mary Ann R. Suazo | Queenie Lyn G. Almerez

Discipline: Education

 

Abstract:

In response to the "new normal," the Philippine Department of Education (DepEd) developed the Elementary Education Learning Continuity Plan. This plan outlined a series of educational initiatives to address fundamental education issues arising from the pandemic. The purpose of this study was to explore kindergarten teachers' practices toward the adaptation of new learning modalities. The focus group discussion included nine (9) selected kindergarten teachers from the Digos City Division, 5 parents, and 4 school heads who were invited for virtual interviews. The data were recorded, transcribed, coded, and analyzed. Thematic analysis was used to examine the data, and the study's results concluded with core ideas, major themes, and overarching themes being formulated. As catalysts for lifelong learning in the 21st century, teachers served as implementers of learning modalities and collaborated strongly with stakeholders to fully understand the new learning environment. Teachers provided social-professional support to learners, developing the required domains of kindergarten to ensure readiness for Grade 1. Also, result highlighted the application of social intervention and innovative teaching as teachers embraced technological teaching, adaptation to homeschooling, introduction of best practices in teaching, and the cultivation of a positive attitude to successfully implement new learning modalities.



References:

  1. Abdul Rashid, A. R., Baharudin, Z., Mohamad Nor, N., & Razak, M. N. (2021). A comparative study regarding distance learning and the conventional face-to-face approach conducted problem-based learning tutorial during the COVID-19 pandemic. BMC Medical Education, 21(1), 141. https://doi.org/10.1186/s12909-021-02575-1
  2. Cahapay, M. B. (2021). How to plan lessons in the New Normal Education: A Reintroduction to Selected Instructional Design Processes. Aquademia, 5(1), ep21006. https://doi.org/10.21601/aquademia/10807
  3. Carlin, A. P., & Kim, Y. H. (2019). Teaching qualitative research: Versions of grounded theory. Grounded Theory Review, 18(1), 29–43. http://groundedtheoryreview.com/2019/12/29/teaching-qualitative-research-versions-of-grounded-theory/
  4. Cavadel, E. W., & Frye, D. A. (2017). Not just numeracy and literacy: Theory of mind development and school readiness among low-income children. Developmental Psychology, 53(12), 2290-2303. https://doi.org/10.1037/dev0000409]( https://doi.org/10.1037/dev0000409
  5. Corbin, C. M., Downer, J. T., Ruzek, E. A., Lowenstein, A. E., & Brown, J. L. (2020). Correlates of change in elementary students' perceptions of interactions with their teacher. Journal of Applied Developmental Psychology, 69. https://doi.org/10.1016/j.appdev.2020.101144
  6. Danby, S. J., Fleer, M., Davidson, C., & Hatzigianni, M. (2018). Digital Childhoods: Technologies and Children’s Everyday Lives. Springer Nature Singapore. https://doi.org/10.4135/9781529714388.n230
  7. Daniëls, E., Hondeghem, A., & Dochy, F. (2019). A review on leadership and leadership development in educational settings. Educational Research Review, 27, 110–125. https://doi.org/10.1016/j.edurev.2019.02.003
  8. Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute. https://learningpolicyinstitute.org/product/educating-whole-child
  9. Demirbaga, K. K. (2018). A comparative analysis: Vygotsky's sociocultural theory and Montessori's theory. Annual Review of Education, Communication & Language Sciences, 15, 113–126. https://www.academia.edu/39982923/
  10. Department of Education (2020). Adoption of the basic education learning continuity plan for school year 2020-2021 in light of the COVID-19 public health emergency. DepEd Order No. 012.
  11. Dias, M. J. A., Almodovar, M., Atilees, J. T., Vargas, A. C., & Zuniga Leon, I. M. Z. (2020). Rising to the challenge: Innovative early childhood teachers adapt to the COVID-19 era. Childhood Education, 96, 38-42. https://doi.org/10.1080/00094056.2020.1846385
  12. Ducrey, F., & Jendoubi, V. (2016). La Collaboration Dans le Cadre Scolaire et L’attitude des Enseignants Face à L’inclusion Scolaire. Genève: Service de Recherche en Education.
  13. Eun, B. (2017). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. http://doi.org/10.1080/00131857.2017.1421941
  14. Fernandez, A. A., & Shaw, G. P. (2020). Academic leadership in a time of crisis: The coronavirus and COVID‐19. Journal of Leadership Studies, 14(1), 39–45. https://doi.org/10.1002/jls.21684
  15. Gayatri M. (2020). The implementation of early childhood education in the time of Covid-19 pandemic: A Systematic Review. Humanities & Social Sciences Reviews, 8, 46-54. https://doi.org/10.18510/hssr.2020.866
  16. Ghandour, R. M., Moore, K. A., Murphy, K., Bethell, C., Jones, J. R., Harwood, R., Buerlein, J., Kogan, M., & Lu, M. (2019). School readiness among US children: Development of a pilot measure. Child Indicators Research, 12(4), 1389-1411. https://doi.org/10.1007/s12187-018-9586-8
  17. Graham, K. (2018). Effective leadership in education: A brief analysis. National Teacher Education Journal, 11(1), 23–26.
  18. Green, F. (2020). Schoolwork in lockdown: New evidence on the epidemic of educational poverty. LLAKES Research Paper. http://www.llakes.ac.uk
  19. Joaquin, J. (2020). The Philippine higher education sector in the time of COVID-19. Frontiers. https://www.frontiersin.org/articles/10.3389/feduc.2020.576371/full
  20. Kennedy, P. (2009). How to combine multiple research options: Practical triangulation. http://johnnyholland.org/2009/08/20/practical-triangulation
  21. Kokkalia, G., Drigas, A. S., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning (IJET), 14(11), 4-18. https://doi.org/10.3991/ijet.v14i11.10090
  22. Kook, J. F., & Greenfield, D. B. (2020). Examining variation in the quality of instructional interaction across teacher-directed activities in Head Start classrooms. Journal of Early Childhood Research, 19(2), 128-144. https://doi.org/10.1177/1476718x20942956
  23. Lapada, A. A., Miguel, F. F., Robledo, D. A., & Alam, Z. F. (2020). Teachers’ Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144. https://doi.org/10.26803/ijlter.19.6.8
  24. Levitt, H. M. (2020). Reporting qualitative research in psychology: How to meet APA style journal article reporting standards. American Psychological Association.
  25. Lincoln, Y., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  26. Linde, S. (2020, August 19). Identifying and understanding learning modalities. https://study.com/academy/lesson/identifyingunderstanding-learning-modalities.html
  27. Mercer, R. (2020). How to deal with COVID-19 in early childhood education? World Organization for Early Childhood Education. https://www.facebook.com/WorldOMEP/videos/209221243811304/?epa=SEARCH_BOX
  28. McNally, S., & Slutsky, R. (2018). Teacher–child relationships make all the difference: Constructing quality interactions in early childhood settings. Early Child Development and Care, 188(5), 508-523. https://doi.org/10.1080/03004430.2017.1417854
  29. Miks, J., and McIlwaine, J. (2020). Keeping the world's children learning through COVID-19. UNICEF. Available online at: https://www.unicef.org/coronavirus/keeping-worlds-children-learning-through-covid-19
  30. Oding, M.L., Palang-at, J., & San Jose, A. (2021). To pass or not to pass: A qualitative inquiry on students’ views on the academic retention policy. Journal of Education and Learning, 15(161-167). https://doi.org/10.11591/edulearn.v15i2.20067 
  31. NAEYC (National Association for the Education of Young Children). (2020). Professional Standards and Competencies for Early Childhood Educators. Washington, DC: NAEYC. https://naeyc.org/resources/positionstatements/professional-standards-competencies
  32. Nascimbeni, F., & Burgos, D. (2019). Unveiling the Relationship between the Use of Open Educational Resources and the Adoption of Open Teaching Practices in Higher Education. Sustainability, 11(20), 5637. https://doi.org/10.3390/su11205637
  33. Parkin, B., & Harper, H. (2020). The application of three exotropic theories in education. Mind, Culture, and Activity, 27(3), 233-248. https://doi.org/10.1080/10749039.2020.1794008
  34. Ringwalt, S. (2008). Developmental screening and assessment instruments with an emphasis on social and emotional development for young children ages birth through five. Chapel Hill: The University of North Carolina, FPG Child Development Institute, National Early Childhood Technical Assistance Center.
  35. Sood, A. (2020). Transform your life with resilient option. http://www.resilientoption.com
  36. Stauffer, B. (2020). What’s the difference between online learning and distance learning? Applied Educational Systems. https://www.aeseducation.com/blog/online-learning-vs-distance-learning
  37. Torres, R. C. (2021). Addressing the learning gaps in the distance learning modalities. International Journal of Academic and Applied Research, 5(6), 76-79.
  38. UNICEF (2020a). Covid-19: Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies using data from 100 countries. UNICEF, New York, 2020.
  39. Welsh, M. E., Miller, F. G., Kooken, J., Chafouleas, S. M., & McCoach, D. B. (2016). The kindergarten transition: Behavioral trajectories in the first formal year of school. Journal of Research in Childhood Education, 30(4), 456-473. https://doi.org/10.1080/02568543.2016.1214935
  40. Wilder-Smith, A., & Freedman, D. Isolation, quarantine, social distancing, and community containment: Pivotal role for old-style public health measures in the novel coronavirus (2019-nCoV) outbreak. Journal of Travel Medicine, 27(2), 123-130.
  41. Yıldırım, B. (2021). Preschool education in Turkey during the Covid-19 pandemic: A phenomenological study. Early Childhood Education Journal, 49(5), 947–963. https://doi.org/10.1007/s10643-021-01153-w

Tools

All Comments (1)

Angelique
4 weeks ago

very relevant to our study


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic