Implementation of Omnibus policy on kindergarten education

Lopez, Marciano Radam

Abstract

The implementation Omnibus Policy on Kindergarten Education was conducted primarily to determine the extent the implementation of the provisions stipulated in the DepEd Order no. 47, series 2016. It serves as the basis for the continuing enhancement in the operation and management of the kindergarten program; a benchmark that will motivate the administrators to initiate continuous improvement on all areas of concerns in the operation of the program as to Instruction, assessment, learning resources, and instructional materials, learning space and environment, and monitoring and evaluation in cluster 2 of the City Schools Division of Dasmarinas, Cavite. The methodology used was a descriptive normative survey through a structured questionnaire which contents were based on the DepEd Order no. 47, series 2016. The nominal data were treated using simple frequency count and percentage distribution, weighted mean was utilized on the areas of implementation in the Omnibus Policy on Kindergarten Education, and Chi-Square was used to test the significant relationship of the demographic profile of the respondents to the implementation of the omnibus policy, whereas ANOVA was used to determine the significant difference between the perception of respondents to the implementation of the Omnibus Policy on Kindergarten Education. Significant results of the study revealed that Assessment, Instruction, and Monitoring and Evaluation got the highest rating as always observed, whereas, Learning resources and instructional materials, and Learning space and environment were felt the same but of lower weighted mean. It is highly remarkable that inadequate play area and equipment found to be the most serious concern in the implementation of the Kindergarten program, and Information and Technology (ICT).

References

Bautista, A. (2012) Teacher’s conception about learning and instructions. Journal of Curriculum Studies, Society of education

Baligod M. B.. (2012). “The Performance of Grade One Pupils with or without Pre-Elementary Education” Unpublish Masteral Thesis, Cagayan Colleges of Tuguegarao, Cagayan.

Bruce, T. (2014). Developing learning in early childhood. London: Paul Chapman

Brown A. B. (2016). Nursery Kindergarten Education, New York: Mac0-Graw-Hill Book Co., Inc., 2016

Carini, P. (2015). “Building A Curriculum For Young Children From an Experimental Based“ Young Children Journal of the NAEYC, pp. 14-18.

Curtis, A and O’Hagan. M. (2013). Care and education in early childhood: A student’s guide to theory and practice. London: Routledge Falmer. DECS Order No. 60, s. 1993.

DepEd Order No. 12, s. 2012, Guidelines on Hiring and Deployment of Kindergarten Teachers.

DepEd Oder No. 7, series of 2015, Hiring Guidelines for Teachers for the School Year 2019-2020

DepEd Order No. 9, series of 2016, Reinforcement of DepEd Order Nos. 7 and 22, series of 2015 as the Hiring Guidelines for Kindergarten to Grade 10 Teaching Positions

Dowling, M. (2013). Young children’s personal social and emotional development. London: Paul Chapman.

David Elkind. (2014). “What’s Nest? Remedial Pre-School? The Educator’s Digest. p. 9

Espedido, A. B. (2016) “Kindegarten Education Perspective. The Modern Teachers. Vol. XXX 14, No. 2.

Estolas J. & Nunez D. (2014). Pre-School Education in the Philippines. (Quezon City, The Navotas Press,), p. 27

Elaine Wood, (2013), In search of the rainbow: pathways to quality in large-scale programmes for young disadvantage children. The Hague Foundation.

Elkind, E. (2014). “What’s Nest? Remedial Pre-School? The Educator’s Digest , (October 2014), p. 9

Finch, S. (2013). Setting up a day nursery: A step-by-step guide. VOLCUF, London Lancashire Country Council

French, G. (2013). Supporting quality: Guidelines for best practice in early childhood services (2nd ed.). Dublin: Barnardos.

Hermann, M. (1983). Froebel’s kindergarten and what it means. The Irish Monthly, 54(634), 201-209.

Hohmann, M. and Weikart, D. (2015). Educating young children. USA: The High/Scope Press.

Malaguzzi, L. (2016). The right to the environment. In Filipini, T. and V. Vecchi (eds.), The hundred languages of children: The exhibit. Reggio Emilia: Reggio Children

Luistro, A. A. (2016). DepEd Order No. 47, series of 2016 omnibus policy on kindergarten education, Department of Education, Philippines

Laevers, F. (2010). A process-oriented child follow-up system for young children. Leuven: Centre for Experiential Education

Malaguzzi, L. (2016). The right to the environment. In Filipini, T. and V. Vecchi (eds.), The hundred languages of children: The exhibit. Reggio Emilia: Reggio Children

National Council for Curriculum and Assessment. (2014). Towards a Framework for Early Learning. Dublin: National Council for Curriculum and Assessment.

Pangan, M S. (2012). Kindergarten education for Philippine schools. Quezon City: Allied Printing and Binding Company, p.1.

Penn H. (2015). Understanding early childhood. Glasgow: Open University Press.

Ravalo, E. (2015), Setting Standards For pre-school Teachers, The Modern Teachers, Vol. LV, No. 3 p. 12

Reynolds, A, (2012). Success in early intervention: The Chicago child-parent centers. Nebraska: University of Nebraska Press

Rich, D. & Drummond. J. (2014). Towards a curriculum that maters to children. Paper presented at the European Early Childhood Education Research Association’s 16th Annual Conference, Democracy and culture in early childhood education, Reykjavik, Iceland, from Aug 30th – Sept 2nd

Solis M. F. (2012). “Pre-Primary Education in a must in Child Care”, National Coordinating Center for the Development of the Children and Youth, (A Brochure).

Smith, P., Cowie, H. and Blades, M. (2013). Understanding children’s development (4th ed.). UK: Blackwell Publishing.

Stinson S.S. (2014). “Movement as Creative Interaction with the Child,” Young Children, Journal of AEYC, September, pp. 47-53.

UNICEF (2018) Philippines (n.d.). “Early childhood care and development early learning. Providing a right start to learning and of life for all children” Makati: UNICEF.

UNESCO (2016). International Bureau of Education (IBE) Geneva, (Switzerland), Philippines Early Childhood Care and Education (ECCE) programmes.