school readiness thesis by giraldyne d. semaña
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School Readiness Thesis by Giraldyne D. Semaña was published on October 2010 at Xavier University - Ateneo de Cagayan of School of Education. Please read further. Narrative Report file was being separated.TRANSCRIPT
SCHOOL READINESS OF THE PRESCHOOL PUPILS OF ST. IGNATIUS
LEARNING CENTER, XAVIER HEIGHTS CAGAYAN DE
ORO CITY FOR SCHOOL YEAR 2010-2011
A Junior ThesisPresented to the Faculty of
The School of Education Xavier University (Ateneo de Cagayan) Cagayan de Oro City
In Partial Fulfillment Of the Requirements of the subjects
ECP 32: Directed Study in Early Childhood Education
By
Berro, Kristyle V.
Semaña, Giraldyne D.
Tomboc, May Rose F.
November 27, 2010
APPROVAL SHEET
This junior thesis entitled: “SCHOOL READINESS OF THE PRESCHOOL PUPILS IN ST. IGNATIUS LEARNING CENTER, XAVIER HEIGHTS CAGAYAN DE ORO CITY FOR SCHOOL YEAR 2010-2011” prepared and submitted by Kristyle V. Berro and Giraldyne D. Semaña and May Rose F. Tomboc in partial fulfillment of the requirements for the subject ECP 32: Directed Study in Early Childhood Education, has been examined and is recommend for Oral Examination
MYRNA T. MIÑOZA, M.A Adviser
Accepted and approved in partial fulfillment of the requirements for the subject
ECP 32: Directed Study in Early Childhood Education
Lourdes G. Tolod, PhDDean, School of Education
TABLE OF CONTENTS
Page
APPROVAL SHEET ii
TABLE OF CONTENTS iii
CHAPTER
I THE PROBLEM
Introduction 1
Conceptual Framework 4
Schematic Diagram 5
Statement of the Problem 6
Significance of the Study 6
Scope and Delimitation of the Study 7
Definition of Terms 7
II REVIEW OF RELATED LITERATURE
III RESEARCH METHODOLOGY
Research Design 15
Research Setting 15
Respondents and Sampling Procedure 16
Data Gathering Procedures 17
Statistical Instrument 17
Scoring Procedure 18
IV DATA ANALYSIS AND INTERPRETATION OF DATA
The Profile of Responses in General 19
Interpretation of Data 21
V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary 28
Findings 30
Conclusions 31
Recommendations 32
BIBLIOGRAPHY
APPENDICES
A LETTER OF APPROVAL
B INTERVIEW SHEET
C SCHOOL READINESS OBSERVATION LOG
D NARRATIVE REPORT
E CURRICULUM VITAE
iii
Chapter 1
THE PROBLEM
Introduction
St. Ignatius Learning Center, preschool children range from four to six
years old is at the stage of school readiness. When the new school year starts
most children may have the experiences of adjustment in the school especially in
the environment. These adjustments may take the effect upon the school
readiness of children.
School readiness is referred to children when they are able to be ready to
go to school. In discussions of preschool programs, school readiness is a major
topic of debate. Raising entrance ages for admittance to kindergarten is based
on the reasoning that many children are not ready, and teachers have difficulty in
teaching them.
For most parents, readiness means that their children have the knowledge
and abilities necessary for success in preschool and for getting ready for the
kindergarten. Kindergarten teachers believe that there are important factors for
kindergarten readiness. According to Morrison, these factors are: (1) physically
healthy, rested, and well nourished, (2) able to finish task, (3) can count to twenty
or more, (4) takes turns and shares, (5) has good problem-solving skills, (6) is
2
enthusiastic and curious in approaching new activities, (7) is able to use pencils
and paintbrushes, (8) is not disruptive of the class, (9) knows the English
language, (10) is sensitive to other children’s feelings, (11) sits still and pays
attention, (12) knows the letters of the alphabet, (13) can follow directions, (15)
identifies primary colors and basic shapes, and (16) communicates needs,
wants, and thoughts verbally in child’s primary language.
Tan also suggested that a child’s readiness to begin schooling has a
difference between in readiness to learn and readiness to go to school. Tan also
noted the developmental pediatricians’ description of readiness for learning as:
(1) the level of development when the child is more receptive to learning specific
materials, (2) the age at which an individual has this specified capacity, and (3)
readiness to learn, however, may not guarantee readiness to go to school.
Tan stated that readiness for school means a standard of physical,
intellectual, and social development that enables the child to fulfill school
requirements and to assimilate school conventions. Although there are no hard
and fast rules, developmental pediatricians have formed some simple guidelines
in determining school readiness: (1) readiness to be separated from the parent
for three hours, (2) ability to express needs and ideas to others, (3) ability to
listen to a story and re-tell events, (4) increased sociability. Ability to join in songs
and know simple ones, (5) ability to cut with scissors, (6) toilet training. At least
be able to say that he needs to go to the bathroom, (7) can follow simple
3
directions, (8) can recognize basic colors and shapes, and (9) can run, skip, hop,
and jump.
According to Morrison, the NAEYC has adopted the following position
statement on school readiness: The National Association for the Education of
Young Children (NAEYC) believes that those who are committed to promoting
universal school readiness must be committed to: (1) addressing the inequities in
early life experience so that all children have success to the opportunities which
promote success, (2) recognizing and supporting individual differences among
children, and, (3) establishing reasonable and appropriate expectations of
children’s capabilities upon school entry.
According to Cook, families and communities play critical roles in helping
children get ready for school. Schools can improve the readiness of young
children by making connections with local child care providers and preschools
and by creating policies that ensure smooth transitions to kindergarten. Children
entering kindergarten vary in their early experiences, skills, knowledge,
language, culture, and family background. Schools must be ready to address the
diverse needs of the children and families in their community and is committed to
the success of every child.
4
Conceptual Framework
This study is anchored on the concept that the school readiness of the
child will likely be on their appropriate time of learning and the decisions of their
parents to let them go to school. (Fisher, Julie Starting From The Child.
Philadelphia: Cromwell Press Limited, Frowbridge. 2002)
The children are ready to learn if learning is adapted to the intellectual
proclivities of children whereas their general knowledge and grasping of
information as well. Once again, we are drawn to the behaviors of parents and
caregivers who appear to make these adaptations instinctively. Parents adapt
naturally to their child’s intellectual tendencies, attributing consciousness and
intentionality to their child’s actions from the very beginning of his or her life
(Stern, 1985).
Children’s school readiness may have to do something of learning when
their cognitive disposition is to be taught are matched. Parents may make this
match instinctively knowing, as they do, so much the body of beliefs,
expectations and assumptions that their child brings to a learning situation.
5
Independent Variable Dependent Variable
Figure 1.1 Schema showing Independent variable and Independent variables of the study.
Pupil’s Profile
Gender Age Year Level
School Readiness Skills
General Knowledge Skills
Self- knowledge Skills
Physical Skills Social Skills
6
Statement of the Problem
This study proposed to investigate the School Readiness of Preschool pupils.
1. What is the profile of the respondents in terms of:
1.1 Gender
1.2 Age
1.3 Grade Level?
2. What are the characteristics of the respondents in terms of:
2.1 General Knowledge Skills
2.2 Self- knowledge Skills
2.3 Physical Skills
2.4 Social Skills?
Significance of the Study
The result of the study will be useful for the administrators, teachers,
pupils and parents.
To the Administrators it will minimize the number of drop-outs and
assess if the child is ready to school and to reduce the numbers of first grade
failures and reduction of number failures throughout elementary the elementary
school years.
7
To the Teacher the result of the will be used in guiding the pupil and to
provide assistance so that they will be able to cope with the things they need.
To the Parents the result of the study is for the parents not to hurry their
child to go to school.
To the Pupils the result of the study is for the children to have a higher
achievement levels through the school years.
Scope and Delimitation of the Study
This study dealt with the school readiness of pupils in terms of age,
gender and grade level. This study also dealt with the characteristics of school
readiness in terms of general knowledge, physical skills, self-knowledge skills
and social skills. The study is delimited only at St. Ignatius Learning Center with
43 respondents specifically 19 Nursery pupils, 9 Kinder 1 pupils, and 15 Kinder 2
pupils in School Year 2010- 2011.
Definition of Terms
The following operational definitions one intended to contribute to a better
understanding of some important terms that frequently occur in this research.
Age- refers to the respondents, ranges from 4, 5 and 6 years old.
Grade Level- this refers to the child’s level of attainment
8
School Readiness- this refers to the readiness of the child to enter school and
educationally based environment to process the learning on how to do things
independently.
General Knowledge- this refers to the child’s identification within his/her
environment.
Physical Skills- refers to the condition of the respondents in terms of movement:
fine and gross motor skills.
Self- Knowledge- this refers to the child basic information of his/her self.
Social Skills- refers to the condition of the respondents in terms of interacting
with peers, teachers, parents and guardians.
Chapter 2
REVIEW OF RELATED LITERATURE
For further discussions about the school readiness of children the
general characteristics were described as General Knowledge, Self Knowledge
Skills, Physical Skills, and Social Skills.
The idea that children should be “ready” for early childhood school is
relatively new. The word ready comes from the Anglo-Saxon and originally
pertained to riding, not school. Educators first began to apply the term readiness
to children in the late 1920s and early 1930s as a result of studies by Dr. Arnold
Gesell, founder of the Guidance Nursery at Yale. Gesell believed that each child
passes through fixed developmental stages that are not necessarily related to the
child’s chronological age. Rather each child progresses through each stage at his
or her own rate. Any attempt to train a child to sit, talk, or read before that child
was developmentally ready was useless, and perhaps even harmful.
(Butterworth, 1992)
On the average, children start preschool between three and four
years old – some start earlier or later depending on the child’s readiness to go to
school. A child’s readiness to begin school is not determined by age alone. There
is a difference between readiness to learn and readiness to go to school.
Developmental pediatricians would describe readiness as:
1) the level of development when the child is more receptive to
learning specific materials
2) the age at which an individual has this specified capacity
10
3) readiness to learn, however, may not guarantee readiness to go
to school.
The three conjectures of readiness that are stated is that readiness
of school has standard of physical, intellectual, and social development that
enables the child to fulfill school requirements and to assimilate school
conventions. (Tan, 2002)
In discussions of preschool and kindergarten programs, school
readiness is a major topic of debate. Raising entrance ages for admittance to
kindergarten and first grade is based on the reasoning that many children are not
ready, and teachers therefore have difficulty teaching them. The early childhood
profession is reexamining “readiness,” its many interpretations, and the various
ways the concept is applied to educational settings and children. (Morrison,
2001)
Most schools admit kindergarten, children who are four years nine
months when school opens in the fall. Variations do exist among communities,
with some systems admitting children at a younger age. As young as four years
three months, and others requiring that the child reach his fifth birthday before
entering kindergarten. The question of school entrance age is of vital concern to
parents and to educators. (Mindess, 1972)
How well children settle into school can have implications for their long
term education, says Dr. Kay Margetts, a lecturer and early childhood education
11
at the University of Melbourne. “It’s about moving from a friendly environment at
preschool or home to one where the child ratio is very different,” she says. “More
independence is required, the physical setting is bigger and there are more rules
and many more children from different backgrounds. Also, school is about
interacting with others and considering their needs, cooperation, controlling your
responses and behaving in an appropriate way, not just reading and writing.
(Cook, 2002)
School readiness of a child can be of parents’ faults if they push their
child to go to school if they are responsible enough in doing school activities only
to find out if he can manage himself to his social environment. Many parents
agonized over this decision, often running to preschool and prep teachers,
caregivers and other parents for advice. While there is no simple answer, it’s
generally agreed that children must be socially and emotionally mature enough to
cope with the extra demands of school, regardless of their age. But each child
develops at a different rate, and many will undergo huge changes between now
and next year. (Cook, 2002)
Mannheim believed, as most sociologists do, that people generally live
their lives by habit. They tend to have routine ways of doing things and habitual
ways of seeing and defining the world. These habits of thought, which Mannheim
called ideologies, have immense power because they are shared with others and
are built into the structural assumptions of institutions. For this reason, few
12
people stray very far from the definition s of reality. When Mannheim talks about
the readiness to see beyond the matters at hand, a preparedness to see the
whole situation. The task then is to pull back the ideological tarpaulin of human
beings spread across their lives and view the marked reality that lies beneath it.
(Webb, 1989)
School districts have offered a guide on to children’s intuition on
school readiness. Whether possible if there is a program for orienting the children
before the kindergarten year begins.
There are many ways of orienting entering kindergarten children and
their parents to school. Some schools plan a visit wherein children visit
kindergarten room for an hour or so while their parents talk with the principal,
school nurse, school psychologist and other team members. In some school
districts a short screening assessment is administered to each incoming student.
At this time, parents are sometimes asked to fill out an information sheet on their
child. This visit is carefully planned and is not a time when the class shows their
visitors all the things they know how to do; instead, the teacher, with the
assistance of the class, might share some of the regular activities with the
visitors. These might include working the puzzles and blocks, creating a picture,
and singing songs. Serving juice and cookies and having story time is a good
way to end the visit to the kindergarten. (Ramsey, 1980)
13
The situations on school readiness of children’s motivation. Motivation in a
sense of combining external and internal margins to get the child gain for school
readiness and found out that this school readiness in connection to motivation
and its benefits for both the parents and child if he should get home visits before
the school begins.
According to Tulio (2000), it is apparent that General Knowledge skills
have the principle of intelligence and some means of measuring the intelligence
level of their pupil if they are to present meaningful learning experiences. General
intelligence is made up of several primary mental abilities. The primary mental
abilities are: ability to do arithmetic problem, verbal meaning, spatial perception,
word fluency, memory, and perceptual speed. These abilities however are
independent to one another. On the other hand, those children who are identified
as academically weak may need extra help in discovering the solution to various
problems they are required to solve.
Home visits are one way fore children, parents, and teacher to get
acquainted. Some teachers visit the children’s homes within the days allotted
before the opening day of school. These kinds of visits are time-consuming but
often very rewarding. Some parents are pleased to have teachers come to their
homes – others are hesitant and reluctant. If home visits are made, the time for
the visit should be mutually agreed on by you and the parents. Home visits
should not be lengthy, drawn-out affairs. Visits are a time for getting acquainted
and sharing information. In some school districts kindergarten handbooks are
14
distributed to the parents at this time. Handbooks could also be given to parents
at registration or orientation time. (Ramsey, 1980)
Children’s school readiness is a success of entering the school into an
appropriate age. This debate has association to the district school programs such
as the public and private kindergarten schools.
In the United States, about 98 percent of children attend kindergarten
prior to entering the first grade, but the exact date by which a child must have
turned five in order to be eligible for that year’s enrollment varies from state to
state. Recently many states concerned about early failure or lack of readiness
that children must turn five by September of the school year, rather than by the
usual December date. (Calkins, 1997)
Chapter 3
Research Methodology
This chapter presents the methods and procedure used in the study. It
includes discussion of the research setting, research sitting, respondents and
sampling procedure, data gathering and instrument procedure, statistical
instruments, statistical treatment of data, frequency and percentages and scoring
guidelines.
Research Design
In this study, the researchers used a descriptive case study approach.
Descriptive study refers to a type of educational research which deals with the
prevailing condition according to Travers (1978) as cited by Miñoza (2008). It is
descriptive because the study is intended to conduct a survey on the
characteristics of the respondents.
Research Setting
The research was conducted in St. Ignatius Learning Center in
Cagayan de Oro City. St. Ignatius is located at Block 22, Lot 2 Xavier Heights
Subdivision Upper Balulang Cagyan de Oro City.
16
Respondents and Sampling Procedures
Since one of the means of acquiring data needed for the study is through
observation, the researchers made use of purposive sampling in determining the
respondents of the study. Purposive sampling consists of individuals who have
special qualifications of some sort or are deemed representative on the basis of
prior evidence (Fraenkel, 2007). The researchers made use of observation and
checking on the school readiness checklist to gather evidence on the
qualifications such as the characteristics of school readiness.
This private school is one of the non-sectarian schools in Cagayan de Oro
City. They offer Nursery, Kindergarten I & II and complete elementary and high
school. It is a typical type of school and is located at Block 66, Lot 2 Xavier
Heights Cagayan de Oro City.
Table 1 below shows the total population of the Preschool pupils
( Nursery, Kinder I & II) for the School year 2010- 2011
Table 1
Distribution of Respondents by Class
Level Population
Nursery 19
Kinder I 9
Kinder II 15
Total 43
17
Date Gathering Procedures
The researchers asked permission from the Directress of Saint Ignatius
Learning Center to conduct the study. The researchers initially conducted a
discussion with the principal in charge regarding the procedure of the study and
the instrument that was used.
The researchers first floated the respondents using the School readiness
Observation Log and Face-to-face Interview Guide. When the observation was
gathered, the researchers then preceded to the face- to- face interview with the
pupils which was followed by observation of the pupils. The observation of the
respondents were done inside the classroom during their free play, individual or
group activity, snack time and class time in two consecutive weeks.
In addition to the observation data, the researchers made some field notes
in the course of the observation. It contained the day to day account of the
observation that was considered relevant to the study. This was done in order to
capture some behaviors that were not observed during the use of the
questionnaire.
Statistical Instruments
For better resulting the analysis, organization and interpretation of the
data gathered, the following statistical tools were used to process the data
gathered in the study.
18
For problems one, frequency and percentage distribution were used. For
problems two, frequency, percentage and mean distribution were likewise
employed to describe the general knowledge skills, physical skills and social
skills.
Scoring Procedure
After some series of reading, the researchers prepared the following
scoring system
For the School Readiness Observation Log, the score was interpreted as
follows:
Average Score Description
4.80- 5.00 Almost Always
3.80- 4.79 Generally
2.80- 3.79 Sometimes
1.80- 2.79 Seldom
1.00- 1.79 Rarely
Chapter 4
DATA ANALYSIS AND INTERPRATION OF DATA
This chapter presents the findings, analysis and interpretation of the data
relevant to the questions posed in this study. The collected data were organized
and presented according to the order of the research questions in the statement
of the problem found in Chapter 1.
Problem No.1
1. What is the profile of the respondents in terms of:
1.1 Gender
1.2 Age
1.3 Year level?
Table 2Frequency and Percentage Distribution of the Gender of Respondents
Gender Frequency Percentage
Male 20 46.5
Female 23 53.5
Total 43 100.0
Table 1 shows the Frequency and Percentage of male and female
respondents. The total number of respondents was 43. It occurs that more of the
female respondents responded the indicators followed by males.
20
Table 3Frequency and Percentage Distribution of the Age of Respondents
Age Frequency Percentage
4 years old 18 41.9
5 years old 9 20.9
6 years old 15 34.9
7 years old 1 2.3
Total 43 100.0
Table 2 shows the frequency and percentage of the age group of the
respondents. There are more four years old respondents followed by five years
old, six years old, and seven years old.
According to Tan (2002), children start preschool between three and four
years old – some start earlier or later depending on the child’s readiness to go to
school.
Table 4Frequency and Percentage Distribution of the Grade Level of Respondents
Grade Level Frequency PercentageNursery 19 44.2
Kinder 1 9 20.9
Kinder 2 15 34.9
Total 43 100.0
21
Table 3 shows the grade level of the respondents. The Nursery has the
highest total number followed by Kinder 2 and Kinder 1.
According to Morrison (2005), school readiness includes a child’s ability,
as a given time to accomplish activities and engage in process associated with
schooling, whether nursery school and kindergarten. School readiness does not
exist in the abstract – it must relate to something. School readiness is measured
against the process of formal schooling. Children’s lack of school readiness may
be considered a deficit and detriment because it indicates a lack of what is
needed for success in nursery and kindergarten.
Problem No.2
2. What are the characteristics of the child in terms of:
2. 1 General Knowledge Skills
2.2 Physical Skills
2.3 Social Skills
2.4 Self-Knowledge Skills?
Table 5Mean Distribution of the Preschool Pupils Characteristics of General
Knowledge Skills for the School ReadinessRange Description Frequency Percentage
4.70- 5.00 Almost always3.70- 4.69 Generally 7 16.32.70- 3.69 Sometimes 36 83.71.70- 2.69 Seldom1.00- 1.69 Rarely
Total 43 100.0Mean: 3.4Description: Sometimes
22Standard Deviation: 0.68
Indicator: Mean Description
1. The child is curious and eager to learn 3.46 Sometimes2. The child names familiar objects and their uses 3.54 Sometimes(e.g. chair, spoon, soap)3. The child identifies some common animals 3.56 Sometimes( e.g. dog, cow )4. The child identifies some zoo animals 3.54 Sometimes( e.g. monkey, elephant, bird)5. the child names familiar places and explains their 3.25 Sometimesuses ( e.g. store, playground) 6. The child knows and identifies familiar people 3.67 Sometimes by name7. the child understands words for how things feel 3.21 Sometimes( e.g. hard, soft, hot, cold)8. The child understands words for how things move 3.28 Sometimes( e.g. fast, low, stop, go)
Table 4 shows the Mean Distribution of the Preschool Pupils
Characteristics General Knowledge Skills for the School Readiness. Most of the
36 respondents responded Sometimes which is 83.7 per cent. It is indicated that
they were curious and eager to learn, names familiar places and explains their
uses (e.g. store, playground), and understands words for how things move (e.g.
fast, low, stop, go).
According to Tulio (2000), it is apparent that General Knowledge skills
have the principle of intelligence and some means of measuring the intelligence
level of their pupil if they are to present meaningful learning experiences. General
intelligence is made up of several primary mental abilities. The primary mental
abilities are: ability to do arithmetic problem, verbal meaning, spatial perception,
word fluency, memory, and perceptual speed. These abilities however are
23
independent to one another. On the other hand, those children who are identified
as academically weak may need extra help in discovering the solution to various
problems they are required to solve.
Table 6Mean Distribution of the Preschool Pupils Characteristics of Physical Skills
for the School ReadinessRange Description Frequency Percentage
4.70- 5.00 Almost always 1 2.33.70- 4.69 Generally 5 11.62.70- 3.69 Sometimes 33 76.81.70- 2.69 Seldom 4 9.31.00- 1.69 Rarely
Total 43 100.0Mean: 3.25Description: Sometimes Standard Deviation: 0.73
Indicator: Mean Description1. The child walks in a straight line 3.62 Sometimes2. The child can sort and match items according 3.03 Sometimesto simple attribute (size, function, and colors) 3. The child is able to maintain attention in a group 2.86 Sometimessetting.4. The child draws and recognize picture of their 3.25 Sometimesfamily. 5. The child names basic shape and colors 3.12 Sometimes6. The child is able to count out objects 3.60 Sometimesfrom 1 to 10.
Table 5 shows the Mean Distribution of the Preschool Pupils
Characteristics of Physical Skills for the School Readiness. Most of the 33
respondents responded Sometimes which is 76.8 per cent. It is indicated that
they can walk in a straight line, can draw and recognize picture of their family,
and able to count objects from one to ten.
24
According to Lowfrey (2001), four year old children had an isolated
movement of the body gives an impression of greater suppleness of the joints.
The child can button clothes and put on his shoes but cannot tie his laces for
sometime yet. While on the five year old children, they act more like an adult.
They had locomotion and carriage has become more stable. Meanwhile on the
six year old children, they are very lively but rather restless and develop a kind of
“tool consciousness.”
Table 7Mean Distribution of the Preschool Pupils Characteristics of Social Skills
for the School ReadinessRange Description Frequency Percentage
4.70- 5.00 Almost Always3.70- 4.69 Generally 2 4.72.70- 3.69 Sometimes 40 931.70- 2.69 Seldom 1 2.31.00-1.69 Rarely
Total 43 100.0
Mean: 3.13Description: SometimesStandard Deviation: 0.70
Indicator: Mean Description
1. The child is confident enough to explore 3.12 SometimesAnd try new things.2. The child can separate from parents 3.03 SometimesEasily without being upset.3. The child can comply with requests to 3.20 Sometimesfinish an activity when requested.4. The child can share his/her own toys to other 2.96 Sometimeschildren5. The take turns in a small group without 3.0 Sometimesassistance6. The child has reasonable control over 2.98 Sometimesemotions.7. The child can stand up for himself/herself in 3.56 Sometimes
25the playground.8. The child learns to sit quietly and pays 3.56 Sometimes attention
Table 6 shows the Mean Distribution of the Preschool Pupils
Characteristics of Social Skills for the School Readiness. Most of the 40
respondents responded Sometimes which is 93 per cent. It is indicated that they
were confident enough to explore and try new things, can separate from parents
easily without being upset, can share his/her own toys to other children, take
turns in a small group without assistance, and learn to sit quietly and pay
attention.
According to Tulio (2000), children Social adjustment is desirable and
necessary. As the individual emerges from the sheltered life within the home
toward an additional needs and wants appear. Boys and girls differ widely in their
social adjustment due to varying circumstances and conditions in the
environment, social conditions, economic conditions, personal defects or
laminations, incompatible needs producing internal conflicts and conflicts
between ideals and certain needs of young individuals.
26
Table 8Percentage Distribution of the Preschool Pupils Characteristics of Self
Knowledge SkillsIndicators Frequency Percentage
1.Knows full name 43 100.0
2. Knows age 43 100.0
3. Knows Father’s name 43 100.0
4. Knows Mother’s name 43 100.0
5.Knows where he/she live 38 88.37
6. Knows brother’s name 41 95.34
7. Knows sister’s name 41 95.34
8. Knows when her/his
birthday
38 88.37
Mean: 41.25
Table 7 shows the Percentage Distribution of the Preschool Pupils
Characteristics for Self Knowledge Skills. In the first column there were eight
indicators classified as (1) Knows full name, (2) Knows age, (3) Knows father’s
name, (4) Knows mother’s name, (5) Knows where he/ she lives, (6) Knows
brothers name, (7) Knows sister’s name, and (8) Knows when his/ her birthday.
The majority responses signified as Yes also known as the highly response of
the respondents. The minor responses signified as No also known as the less
response of the respondents. There were a 100 per cent on respondents
responses on (1) Knows full name, (2) Knows age, (3) Knows father’s name, and
27
(4) Knows mother’s name.
According to Woolfolk (1998), self knowledge is knowing yourself
intimately. It involves knowing your thoughts and feelings, how they came about,
and how they influence your behavior. It is about understanding your needs,
desires, motivations, beliefs, views and values. Self-knowledge is a prerequisite
of self-consciousness not to be confused with consciousness as a raw subject
alongside self-awareness. However, self-awareness may in itself be a necessary
condition for self-knowledge to be sought after and developed in the first place. In
short, it is about knowing how you tick and what makes you tick.
Chapter 5
Summary, Findings, Conclusion and Recommendations
This chapter presents the summary, conclusion, and recommendations of
the study based on the data presented.
Summary
The main purpose of the study was to determine the school readiness of
the children in terms of age, gender, grade level and their characteristics in
school readiness. This also sought to investigate whether the indicators that
relate to school readiness behaviors of the preschoolers. Specifically, the study
aimed to answer the following questions: 1.) What is the profile of the
respondents in terms of gender, age, and grade level? 2.) What are the
characteristics of school readiness of respondents in terms of General
Knowledge, Self- Knowledge Skills, Physical Skills, and Social Skills?
Based on the problems mentioned above of the study, the following
response on Gender profile of the respondents that there are more female
respondents. On the age group profile of the respondents, there are more four
years old respondents followed by five years old, six years old, and seven years
old. And on the grade level profile of the respondents, the Nursery has the
highest total number followed by Kinder 2 and Kinder 1.
On General Knowledge Skills for the School Readiness of children, most
of the 36 respondents responded Sometimes which is 83.7 per cent. It is
29
indicated that they were curious and eager to learn, names familiar places and
explains their uses (e.g. store, playground), and understands words for how
things move (e.g. fast, low, stop, go).
On Physical Skills for the School Readiness of children, most of the 33
respondents responded Sometimes which is 76.8 per cent. It is indicated that
they can walk in a straight line, can draw and recognize picture of their family,
and able to count objects from one to ten.
On Social Skills for the School Readiness of children, most of the 40
respondents responded Sometimes which is 93 per cent. It is indicated that they
were confident enough to explore and try new things, can separate from parents
easily without being upset, can share his/her own toys to other children, take
turns in a small group without assistance, and learn to sit quietly and pay
attention.
On Self-Knowledge Skills for the School Readiness of children, there were
eight indicators classified as (1) Knows full name, (2) Knows age, (3) Knows
father’s name, (4) Knows mother’s name, (5) Knows where he/ she lives, (6)
Knows brothers name, (7) Knows sister’s name, and (8) Knows when his/ her
birthday. The majority responses signified as Yes also known as the highly
response of the respondents. The minor responses signified as No also known
as the less response of the respondents. There were a 100 per cent of the
respondents responses on (1) Knows full name, (2) Knows age, (3) Knows
father’s name, and (4) Knows mother’s name.
30
Findings
The following findings were drawn from the study:
1.) Majority of the respondents are the females or 53.5%. It occurs that more
of the female respondents responded the indicators followed by males.
2.) Based on the data of the age of respondents, 41.9% of the respondents
are four year olds followed by 34.9% are six year olds, 20.9% are five year
olds, and 2.3% are seven year olds.
3.) Based on the data of the grade level of the respondents, 44.2% of the
respondents are nursery followed by 34.9% are kinder 2 and 20.9% are
kinder 1.
4.) In terms of General Knowledge, the data showed most of the respondents
responded “sometimes” which is 83.7% and it is indicated that they were
curious and eager to learn, names familiar places and explains their uses
(e.g. store, playground), and understands words for how things move (e.g.
fast, slow, stop, go).
5.) In terms of Physical Skills, the data showed most of the respondents
responded “sometimes” which is 76.8% it is indicated that they can walk in
a straight line, can draw and recognize picture of their family, and able to
count objects from one to ten.
6.) In terms of Social Skills, the data showed most of the respondents
responded “sometimes” which is 93% it is indicated that they were
31
confident enough to explore and try new things, can separate from parents
easily without being upset, can share his/her own toys to other children,
take turns in a small group without assistance, and learn to sit quietly and
pay attention.
7.) In terms of Self Knowledge Skills, the data showed most of the
respondents responded: 1.) Knows full name which is 100%, 2.) Knows
age which is 100%, 3.) Knows Father’s name which is 100%, and 4.)
Knows Mother’s name which is 100%, 5.) Knows where he/ she lives
which is 88.37%, 6.) Knows brother’s name which is 95.34%, 7.) knows
sister’s name which is 95.34%, and 8.) Knows when her/his birthday which
is 88.37%.
Conclusion
Children are apt to get off to a better start in school if they enter
Kindergarten with certain basic skills and attitudes, as well as some general
knowledge about the world. Turning four does not mean to make a child ready for
school. Birth date frequently controls the decision about who should enter school
and in which grade. In St. Ignatius Learning Center, policies states that a child
who is going to turn four during the school year by either January 1 to July 30
should enter in Kindergarten of the school year.
The child’s experience in school will make a difference in how he feels
about learning, socializing, and future schooling. The crucial factor that
32
determines whether a child will do well or poorly in school is not how
aggressively they are pushed early on but rather an enthusiasm for learning.
Time alone will not immunize against school problems, but the readier
the child and the more learning that he experienced, the greater his chance of
success.
Recommendations
The following should address to:
1. School Administrator: that they should have full attention to their
students who are entering Grade 1 and admissions tests are
required for them. The use of assessments should be
appropriate for the Grade 1 level.
2. Teachers: They should not stop their students for being curious.
That they should have effective teaching strategies and they
should be approachable. They should not hurry their children to
go to school.
3. Parents: That they should encourage their children to go to
school and let their children explore things.
4. Students: That they should be their self. That they should enjoy
learning and enjoy what they are doing.
Bibliography
Calkins, Lucy. Raising Lifelong Learners: Aparents’ guide.Canada, United
States: Addison Wesley Longman, Inc., 1997.
Neadhey, Meith.Education in the Kindergarten. USA.1948
Brown, Carl. Looking, Listening and Learning: Observing and Assessing Young
readers. Toronto, Canada, USA: Hignell Printing Ltd., 1993.
Machaob, Jeanne N. Early Childhood Experiences in Language Arts.
USA:Delmar Publishers Inc.1985.
Krogh, Suzanne L. Educating Young Children.USA: Mccraw Hill, Inc., 1994
Fraenkel, Jack R. How To Design And Evaluate Research In Education, Sixth
Edition. New York, U.S.A.. The McGraw-Hill Companies. 2007.
Lundsteen, Sara Wynn and Tarrow, Norma Bernstein. Guiding Young Children’s
learning: A comprehensive Approach to Early Childhood Education.
USA: McGraw- Hill, Inc., 1981
Tacluyan, Myrna Q. Television Viewing Behavioral Tendencies, Parental Factors
and Other Demographic Variables Among Preschool Pupils: Basis
For Enhanced Parental Program. Cagayan de Oro City, Philippines.
Lourdes College. 2008
Webb, Rodman B. and Robert R. Sherman. Schooling and Society.866 Third
Avenue, New York: Macmillan Publishing Company.1989
Ramsey, Marjorie E. and Bayless, Kathlessn M. Kindergaten Programs and
Practices.11380 Westline Industrial Drive, St. Louis, Missouri, United
States: The C.V. Mosley Co., 1980.
Cohen, Dorothy H. and Marguerita Rodulph. Kindergarten and Early Schooling.
Englewood Cliffs, New Jersey, United States of America: Prentice-
Hall, Inc., 1977
Mena, Janet G. Foundation: Early Childhood Education in a Diverse Society.
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Hymes, James. Teaching the child under Six. Columbus, Ohio: Bell & Howell
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Kyte, George C. The Elementary School Teacher at Work. New York, United
States of America: The Dryden Press, Inc. 1957.
Vail, Priscilla L. Smart Kids with School Problems: Things to know and Ways to
Help. New York, New York: Penguin Books USA, Inc.,1987.
Mindess, David and Mindess, Mary. Guide to an Effective Kindergarten Program.
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Morrison, George S. Early Childhood Education Today 8 th Edition . United Staes
of America: Prentice- Hall,Inc., 2001.
Butterworth, Diana. Your Child’s First School: AHndbokok for Parents. USA:
Walker Publishing Company, Inc., 1992.
Fisher, Julie. Starting from the Child. Philadelphia: Cromwell Press Limited,
Trowbridge.2002
Tan, Linda. Is your child Ready for School?. Philippines: Mega Magazines and
Publications, 2002
Lowfrey, George, Growth and Development of Children. Chicago, USA. Year
Book Medical Publishers, Inc., 2001
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Hermanos Inc., 2000
Woolfolk, Anita. Educational Psychology. Massachusetts, USA. A Viacom
Company., 1998
Appendix A
Ms. Imee PerezPrincipalSaint Ignatius SchoolBlock 60, lot- 2 Xavier HeightsCagayan de Oro City
Dear Ma’am:
Greetings of Peace!
We, the 4th year Education students of Xavier University- Ateneo de Cagayan de Oro, Major in Preschool Education, are currently conducting a research study on children’s school readiness.
Since our study deals with preschoolers, we thought of them as our possible respondents, we will be particularly dealing with the Nursery, Kinder 1 & 2.Below is our proposed course action:
a. We will be directly observing the preschool pupils in relation to their school readiness based on the indicators specified in School readiness observation log. The observation schedule will arranged upon the approval of this request.
b. We will be asking the preschool pupil’s information about themselves to see their self- knowledge.
In line with this we would like to ask your permission to allow us to gather the data necessary for the analysis and completion of our study.
We will assure you of the complete confidentiality of the data you gathered. We will also send to you the results of the study hoping it will be beneficial to your institution.
We are hoping for a favorable response. Thank you very much.
Respectfully yours,
Kristyle Mae V. BerroResearcher
Giraldyne D. SemañaResearcher
May Rose F. TombocReasearcher
Noted by:
Ms. Myrna T. MiñozaAdviser
Appendix B
Face to Face Interview GuideInterview Sheet
1. What is your name?
______________________________________________________________
2. How old are you?
_______________________________________________________________
3. What is your father’s name?
______________________________________________________________
4. What is your mother’s name?
______________________________________________________________
5. Where do you live?
______________________________________________________________
6. What is your brother’s name?
______________________________________________________________
7. What is your sister’s name?
______________________________________________________________
8. When is your birthday?
______________________________________________________________
Appendix CSchool Readiness Observation Log
Part I. Personal Background:
Name: ________________________________ Age: _______ Gender: _______ Part II:
Directions: Please check each question as honestly as possible and check the column that corresponds to your answer according to the following scales: 5- Almost always4- Generally3- Sometimes2- Seldom1- Rarely
5 4 3 2 1
A. General KnowledgeThe child is curious and eager to learnThe child names familiar objects and their uses (e.g. chair, spoon, soap )The child identifies some common animals (e.g. dog, cow ) The child identifies some zoo animals (e.g. monkey, elephant, bird )The child names familiar places and explains their uses ( e.g. store, playground )The child knows and identifies familiar people by nameThe child understands words for how things feel ( e.g. hard, soft, hot, cold )The child understands words for how things move ( e.g. fast, low, stop, go )
B. Physical SkillsThe child walks in a straight lineThe child can sort and match items according to simple attribute ( size, function,, colors )The child is able to maintain attention in a group settingThe child draws a recognize picture of their familyThe child names basic shape and colorsThe child is able to count out objects to 10
C. Social Skills
The child is confident enough to explore and try new thingsThe child can separate from parents easily without being upsetThe child can comply with requests to finish an activity when requested
The child can share his/ her own toys to other childrenThe child take turns in a small group without assistanceThe child has reasonable control over emotions
The child can stand up for himself/ herself in the playgroundThe child learns to sit quietly and pays attention
.
Appendix D
NARRATIVE REPORT
Date Summary of Observation
Sept.13-14
First day of observation the children were looking at the visitors and they were very curious to them.
Before the class begins, the children were talking loudly and roaming inside the classroom.
The children were displaying their new bought toys and showed it to their classmates.
There was one pupil who is always crying because he doesn’t know how to deal with other classmates. He always sits beside with his teacher even though when the class is going on.
The teacher starts with her lesson and the children listens attentively.
Sept.15-16
Children, when asked about their name they answer it directly.
When asked about their parents name they only answer their parents’ first names.
They have difficulty in answering the question “Where do you live?” They mostly answer using directions and saying “Our house is over there.”
Sept 17-20
During play time, the children were very energetic. They love to climb on the tables, and make noises. Some children use the chalk and draws on the blackboard.
During the lesson, the teacher asks them questions of what they learned and applied in the lesson.
When asked about the pictures of
animals in the classroom they quickly recognize the pictures.
They called their classmates in their first names or nicknames.
There was one time that there were five children running inside the classroom and suddenly there was one child saying “Stop! You run so fast.”
Sept.21-22
When showed their pictures of family they can recognize it. They even tell stories about their family of how close they were in their family especially with their brothers, sisters, and grandparents.
They have their routines that once when the teacher is in front of them they were asked to sit quietly and pays attention.
During the activity hour, the teacher asked them to color the pictures in their books.
Sept.22-24
The children were role playing. There was one time there were two children had a fight but they were able hold their emotions.
There was a child when asked where do zebras and elephants live and she answered in the zoo.
The children were asked about the shapes and they can recognize it.
APPENDIX E
Curriculum Vitae
PERSONAL DATA
Name Kristyle Mae V. Berro
Date of Birth May 12- 1990
Place of Birth Ilaya Carmen
Religion Roman Catholic
Civil Status Single
Home Address Xavier heights blk 30 lot 6
Father’s Name Wulfildo P. Berro
Mother’s Name Mayonita V . Berro
EDUCATIONAL BACKGROUND
Tertiary Education Bachelor of Elementary Education
Early Childhood Education
Present
Secondary Education Xavier University High School (March 2007)
Elementary Education Km.5 Elementary School (March 2002)
Curriculum Vitae
Personal Data
Name Giraldyne D. Semaña
Date of Birth November 2, 1989
Place of Birth Cagayan de Oro City
Sex Female
Religion Roman Catholic
Civil Status Single
Citizenship Filipino
Home Address 26 Clementino Chavez, Macasandig Cagayan de Oro City
Father’s Name Romeo P. Semaña
Mother’s Name Nieva D. Semaña
Educational Background
Tertiary Education Bachelor of Elementary Education
Field of Specialization in Preschool Education
Xavier University – Ateneo de Cagayan
Cagayan de Oro City
June 2006- Present
Secondary Education Lourdes College High School
Macasandig, Cagayan de Oro City
June 2002- March 2006
Elementary Education Holy Trinity Montessori School
11- 21st Nazareth, Cagayan de Oro City
June 1996- March 2002
Seminars Attended Ateneo Campus Leadership Discovery (ACLD)
Agriculture Bldg., Xavier University – Ateneo de
Cagayan
February 11, 2007
Symposium on RA 7277- Magna Carta for Disabled
Persons and BP 344
LRC, Xavier University – Ateneo de Cagayan
July 28, 2009
The Current State of Workplace Disability
Management and Health Policy Initiatives
Little Theater, Xavier University – Ateneo de Cagayan
April 30, 2010
Curriculum Vitae
Personal Data
Name May Rose F. Tomboc
Date of Birth May 4, 1989
Place of Birth Nasipit Agusan del Norte
Sex Female
Religion Protestant/ Baptist
Civil Status Single
Citizenship Filipino
Home Address Igpalas, Culit Nasipit Agusan del Norte
Father’s Name Socrates M. Tomboc
Mother’s Name Erminda F. Tomboc
Educational Background
Tertiary Education Bachelor of Elementary Education
Field of Specialization in Preschool Education
Xavier University – Ateneo de Cagayan
Cagayan de Oro City
June 2007- Present
Bachelor of Science in Biology
Field of Specialization in Entomology
Caraga State University-Ampayon Butuan City
June 2006- 2007
Secondary Education Nasipit National Vocational School
Bay View Hill Nasipit Agusan del Norte
2001- 2005
Elementary Education Culit Elementary School
Culit Nasipit Agusan del Norte
1997-2001
Work Experience Student Assistant- Xavier Grade School
Macasandig Cagayan de Oro City
April 2010- Present
Seminars Attended The Current State of Workplace Disability
Management and Health Policy Initiatives
Little Theater, Xavier University – Ateneo de
Cagayan
April 30, 2010
Seminar in Legal Bases in Special Education
Stc 301- Xavier University- Ateneo de Cagayan
March 2008