3-2-11 research f4 anjan na part ko yelle

8/7/2019 3-2-11 research F4 anjan na part ko yelle

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GUYS, please check that all your references here should bereflected on your reference list also. Example, your referenceErikson 1902-1994 (in red ink below) is not written on your general reference list. ISA ISAHIN ninyo.

Introduction

The preschool period refers to those years between 3 to 5 years old where childrenawait the beginning of formal education.( P.Potter and A. Perry (2005) preschoolers’ worlds getlarger as they meet relatives, friends and neighbors. (Kozier, 2007). These are the formativeyears where children learn to explore their environment more and garner various experiencesthrough their interaction with people. Characteristics of this age group include being goal –

directed, competitive, inquisitive, hyperactive and imaginative. (Erikson, 1902 –1994). As they grow, they also develop traits which affect the children’s emotional, social,cognitive, and physical aspects. They learn by experiencing and by doing. Preschoolers learn

from their play. They are busy developing skills, using language, and struggling to gain inner control.

Most of these preschoolers enroll in preschools to develop their skills, knowledge andsocialization with others. Preschool teachers, as their second parents, also take part in thegrowth and development of these children particularly on how they act, think, and mingle withtheir peers. According to Dr. ReesaSorin, a senior lecturer at James Cook University whospecializes in teaching environmental sustainability through the arts in early childhood;conceptualizations of childhood; emotional literacy in early childhood; children's fears; schoolreadiness; student mobility; pre service teacher education; arts education; multimodal literacies,to facilitate the growing understanding of preschoolers’emotions, our responsibility as teachers,parents and community members is to respond to them in ways that facilitate growth in all

aspects.

This day and age, it is common to see that both parents are working to support thefamily. As a result, they find it necessary to enroll their young children in preschool centers to becared for by preschool teachers. Standards for preschool teachers have been set to assure thequality of care and education to be provided to these children (National Institute of Child Healthand Human Development, (2005) Study of early Child Care. According to the Republic Act 7836– An Act to Strengthen the Regulation and Supervision of the Practice of Teaching In thePhilippines and Prescribing a Licensure Examination For Teachers and For Other Purposes,preschool teachers must have a Bachelor’s Degree in Early Childhood Education (BSECED) or its equivalent. ( RA 7836, Article3, Section 15) Researches show that the most effectivepreschool teachers have at least a 4-year college degree and specialized training in Early

Childhood Education. (National Council for Accreditation of Teacher Education, 2000). Studiesconducted by the National Institute for Early Education Research suggest that better – educatedpreschool teachers with specialized training on children’s education are more effective since loweducational qualifications and a lack of specific preparation in preschool education limit theeducational effectiveness of many preschool teachers.

Studies have found teacher education to be related to the quality of preschool educationand the development of children in classrooms. It was revealed that better-educated teachershave more positive, sensitive, and responsive interactions with children, provide richer language

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and cognitive experiences, and are less authoritarian, punitive, and detached. (US NationalInstitute for Early Education Research, Preschool Policy Matters, 2004)

The knowledge and skills required of an effective preschool teacher have increased asscience have revealed more about the capabilities of young children, how they learn best, andthe importance of early learning for later school success. This calls for more advanced

programs and seminars that keep preschool teachers updated with the results of recently doneresearchers regarding preschool development. Moreover, professionals in line with EarlyChildhood Education should implement a curriculum that caters to the emotional, psychological,and social aspects of children, and not only on their cognitive and sensory – motor skills.(USDepartment of Education, Eager to Learn: Educating Our Preschooler Article, 2001)

The researchers found it necessary to conduct the study because of the growing number of problems and misconceptions that arise with regards to preschool education. One of which isthe occurrence of the idea that early academic training prepares children for academic successin the future. (Richford, 2004) According to Eric Digest, children who attend developmentallyappropriate preschool programs, instead of programs emphasizing academic advancement, arefar better than their peers in reading and math, exhibit more creative and divergent thinking

skills, have better receptive language skills, show less stress and may perform better academically over the course of their educational career.

Teachers often devote as much time to the achievement of students’ motivational goalsas to their cognitive and informational goals in one-to-one human tutoring situations (Lepper andHodell, 1989). This means that the structure of their teaching activities comprise mainly of academic and intellectual exercises for the preschoolers. This is in contrast to what had beenproven by researches that preschoolers who undergo a syllabus structured to meet their developmental needs are brighter than those who undergo purely academic training. (EricDigest)

Another problem is that schools with large numbers of poor and minority students are

most likely to have teachers who are inexperienced, teaching in areas outside their fields, or otherwise unqualified. Thus, the teacher – quality gap exacerbates the achievement gap. (Smithand Power, 2010) This statement is in coordination with the study conducted by the FederalEducation Act – “ No Child Left Behind’, the teacher should have a minimum of an associatedegree in early childhood education, but this requirement has not been enforced in many areasin our locality due to lack of funds available to pay qualified teachers at a rate comparable totheir qualifications, hence, preschool administrations are forced to hire teachers with lesser qualifications. Teacher preparation programs and pathways are being held accountable for student learning. ( New Directions for Teacher Preparation, Smith and Power, 2010) In addition,studies found out that even those teachers who have a Bachelor’s Degree do not necessarilyhave the specialized training that is an essential prerequisite to be a preschool teacher (Preschool Policy Matters, 2004 . In the Philippines there are 405, 588 preschool teachers who

are teaching both in the public and private pre-schools(http://deped.gov.ph/cpanel/upaloads/issancelmg/factsheet2009%20sept%20222.pdf ) In BaguioCity, there are one hundred forty (`140) currently employed pre-school teachers both public andprivate preschools registered at the Department of Education as of School Year 2010 – 2011.

The researchers wanted to conduct this study due to inadequacy of researchesregarding the knowledge of preschool teachers on growth and development of preschoolers andthe researchers’ curiosity if preschool teachers are knowledgeable on the growth and

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http://deped.gov.ph/cpanel/upaloads/issancelmg/factsheet2009%20sept%20222.pdf

http://deped.gov.ph/cpanel/upaloads/issancelmg/factsheet2009%20sept%20222.pdf



development of preschoolers not only on the cognitive aspect but also on the emotional,physical and social aspect.

Another reason why the researchers conducted this study is based on their experienceswhen the researchers were still in their preschool years. Based from their past experienceswhen they were still preschoolers, the researchers have found out that some of the preschool

teachers they have encountered were not able to cater to the different aspects regardingpreschool growth and development. One proof is when they allow the preschoolers to buttontheir own clothes when these children still find it difficult to do so without their help. Another iswhen they discourage students whenever they exaggerate their story but this is still part of their preschool experience. Some teachers do not provide answers to the questions of the childrenabout things around them, but being curious about their surrounding is one characteristic of preschoolers. Sometimes the teachers do not know how to deal with the preschoolers whenthey are having tantrums. The preschool teachers focus too much on the cognitive aspect thatthey forgot the other aspects.

Since the preschool teachers serve as second parents to the preschoolers, theresearchers found it necessary that they provide the holistic care that these preschoolers need

to ensure that they grow in an environment conducive to their development. The researchersalso wanted to know if the preschool teachers are knowledgeable regarding the growth anddevelopment of preschoolers.

Hence, the researchers conducted this study with the aim to determine the knowledgeof preschool teachers on the developmental milestones of preschoolers along: a.) physical, b.)emotional c.) social and d) cognitive aspects as well as the influence of age and years of teaching experience on the knowledge of preschool teachers on the developmental milestonesof preschoolers.

The findings of the study will guide nurses in planning their activities especially in their school nursing activities. In nursing education, the findings will serve as source of information

for program implementers in planning activities like seminars or trainings regarding growth anddevelopment of children. Future researchers can also utilize the findings of this research asbasis for further and future researches to be conducted.

Albert Bandura’s social learning theory served as the theoretical framework of the study.The Social Learning Theory of Albert Bandura suggests that people learn from one another through imitation, observation, and modeling. It encompasses the memory, motivation andattention. He believed in “reciprocal determinism”, that is, the world and a person’s behavior cause each other, while behaviorism essentially states that one’s environment causes one’sbehavior. He, who was studying adolescent aggression, found this too simplistic, and so inaddition he suggested that behavior causes environment as well. Later, he soon consideredpersonality as an interaction between three components: the environment, behavior, and one’s

psychological processes (one’s ability to entertain images in minds and language).

According to Bandura’s influential theory of imitation, also called social learning theory,four factors are necessary for a person to learn through observation and then imitate a behavior:attention, retention, reproduction, and motivation. In this research the knowledge of preschoolteachers on the growth and development of preschoolers will be determined which according toBandura, has been acquired through the years with the consideration of the four factors.Attention according to Albert Bandura is mental focus, serious consideration, or concentrationmade by an individual which can be affected by distinctiveness, affective valence, prevalence,

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complexity, functional value and one’s characteristics. The learner must pay attention to thecrucial details of the model’s behavior. Learning may have transpired during their student daysor when they have been attending seminars or workshops when they have to pay attention tothe educators or their speakers in order for them to understand the topic. Retention isremembering what you paid attention to which includes symbolic coding, mental images,cognitive organization, symbolic rehearsal, motor rehearsal. This is where learner must be able

to retain all of this information in as preparation for the time to use it. If the person forgetsimportant details, he or she will not be able to successfully imitate the behavior, thus retention ismore successful when behaviors are portrayed or presented through multi-media. Reproductionis reproducing the topics, concepts and behavior. The learner must have the physical skills andcoordination needed for reproduction of the behavior. Motivation is having a good reason toimitate. That is, learners are more likely to imitate a behavior if they expect it to lead to sometype of reward or reinforcement. If learners expect that imitating the behavior will not lead toreward or might lead to punishment, they are less likely to imitate the behavior. These four factors are displayed by the preschool teacher during her education as a student teacher who isstill being taught regarding the skills and knowledge which she can apply once she graduatesand starts teaching. She retains this knowledge which she can impart to her students, andmotor reproduction is portrayed when she repeats the acts and skills daily as part of her job.

Motivation is evoked when she develops a plan to broaden her knowledge to improve her performance in her chosen field.

It is common to think of learning as something that takes place in school, but much of human learning occurs outside the classroom, and people continue to learn throughout their lives. The pre-school teachers may have acquired their knowledge on the growth anddevelopment of pre-schoolers by attentively listening to their topics during their student days,when they have been attending seminars or workshops. It must have been acquired also byimitating persons who have influenced their learning like their educators who have beenexcellent in providing them information. Furthermore, learning may have been acquired by yearsof experienced.

Bandura have also cited different factors that could affects individual’s ability to learnand speed of learning which are age, motivation, experience and intelligence. Adults continue tolearn new knowledge and skills throughout their lives, learning ability generally does not declinewith age unless effected with age related illnesses. Furthermore, learning is more enhance withexperience, as such the more years of teaching the preschool teacher is expected to beknowledgeable on the growth and development of her pupils. Since learning is a continuousprocess acquired from everyday experiences aside from formal education, educationalattainment is also perceived by the researchers that could affect the knowledge of therespondents.

Methods and Procedures

The research utilized quantitative descriptive design. The study was conducted withinpublic and private preschools, including barangay day care centers.

The respondents were preschool teachers that are teaching in the preschoolswithin Baguio City. They are aged 20 years old and above, and have a teaching experience inthe pre-school of less than one year and above. The researchers determined respondents bytotal enumeration which means all preschool teachers currently employed in Baguio City weretaken as respondents. Data from the Department of Education as of School Year 2010 – 2011,revealed 140 currently employed preschool teachers in Baguio City

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There were only 125 respondents because the group conducted a pretest and posttestusing 10 respondents from the original 140 and there were some preschools who didn’t want toparticipate in the study.

Table 1. Profile of RespondentsVARIABLES FREQUENCY PERCENTAGE

A. AGE:20-25 27 21.626-35 50 40

36 and above 48 38.4TOTAL 125 100

B. YEARS OF TEACHINGEXPERIENCE:

Less than 5 years 63 50.45 years and above 62 49.6

TOTAL 125 100

The study utilized a self-made questionnaire as data gathering tool. The items found inthe questionnaire are derived from books,( Fundamentals of Nursing by Kozier, andFundamentals of Nursing by Potter and Perry ) journals, ( Preschool Policy Matters, Eager toLearn, and journals of National Institute in Early Education Research ), and other relatedliteratures related to the cognitive, social, emotional, and physical aspect of growth anddevelopment of preschoolers. To test the validity of the questionnaire, the researchers gave thetool to research and topic experts for validation. Professor Elisa Ferrer, RN, MSN and Professor Herma Florita Ratac, RN, MSNwere approached for the content validity testing because theresearchers found out that they both have their Master’s Degree and have been teaching in thefaculty of nursing for twenty years up to date. The content validity score computed was 0.955,thus it is valid because the acceptable range is 0.7 and above ( Polit and Beck, Page 362,

2005).Also, a pre-test was conducted to 10 preschool teachers who passed the inclusioncriteria to determine the reliability of the questionnaire whether the tool is understandable andreadable. They came from Academia de Gadal and Baguio Cathedral Preschool. Theserespondents were not anymore included as actual respondents in the actual data gathering. ThePearson Product Moment Correlation Coefficient was computed as 0.96, thus it is valid becausethe acceptable range is 0.7 and above. ( Polit and Beck, Page 329, 2005)

The questionnaire is comprised of 3 parts. The first part is the letter to the respondentsinforming them about the purpose of the study and assurance of confidentiality of anyinformation that they divulged. The second part contains the demographic data which includethe age of the respondents and years of teaching experience. The third part contains itemspertaining to the developmental milestones of preschoolers. These questions are answerable by

yes or no. Yes means that they perceived the item as a correct characteristic of thedevelopmental milestones of preschoolers. No means that the item is perceived as wrong or incorrect characteristic of the developmental milestones of preschoolers. One point will be givenfor every correct answer and no point for wrong answer. There are eight questions per aspect,with the same number of correct and wrong responses regarding the development of preschoolers. These questions are arranged in an arbitrary manner, following no pattern

For the data gathering, the researchers made a letter addressed to the Principals of different private pre-schools signed by the group representative, research promoter, departmenthead of the 3rd year school of nursing and the dean informing them about the study and asking

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permission for the conduct of the study. They also made a letter addressed to the SchoolsDivision Superintendent of the Department of Education since day care centers and publicpreschools are under their supervision respectively. Before the start of the data gatheringprocedure, the group had a brainstorming to discuss and come up with a standard explanationfor each question to promote accuracy of results obtained. Once formal communication wasapproved, the researchers divided themselves into subgroups and dispersed in the different

preschools in the city to gather data. The researchers went to different preschools andelementary schools with day care programs around Baguio City. They first asked permissionfrom the school principals regarding his/her consent to allow them to float their questionnaire tothe preschool teachers. After permission was given, they proceeded to the classrooms andintroduced themselves to the teachers. They informed them regarding the purpose of theresearch study and asked for their consent to answer the questionnaire. Once informed consentwas obtained, the researchers explained the instruction on the questionnaire and then providedample time of about 15-30 minutes and privacy to the respondent to answer the questionnaire.

What were your instructions? Did you emphasize that theyhave to answer based on what they know and not on whatthey observe?The researcher however stayed within the reach of about 3 to 5 metersaway from the respondent to clarify any questions. The questionnaire was retrievedimmediately after the participants had completely answered it, then they are checked for completeness The researchers informed the participants that all information divulged during thedata collection will be kept confidential and shall be used for the purpose of the study only.

While some of the researchers were conducting the data gathering procedure, somemembers were checking previously collected questionnaires and tallying of scores wereperformed. Some teachers refused to accept the questionnaire during the initial interaction andrequested that the researchers return some other time to float their questionnaire since theycannot manage to answer it at that moment. In such cases, the researchers respected their decision and just returned on the specified date to allow them to answer the tool while theresearchers stayed to clarify any questions. All data acquired from the study were secured from

being accessed by people who are not part of the research team. The names of therespondents were not asked in the questionnaire to preserve their anonymity. The respondentswere informed of their rights to participate or not in the research and their rights to drop asrespondents even at the middle of the research in case they change their mind. Researchersdid not coerce respondents to participate. Researchers ensured that no respondents will be

harmed during the conduct of the research HOW??. We ensured the safety of our

respondents by following all the ethical considerations in research first one is

freedom not to do harm we researchers should follow the principle of benificence it

refers to actions that promote the wellbeing of others, we should not force any

respondents to participate to the study and we should consider sensitive issues that

will cause psychological and social harm to the respondents Second Right for self

determination we follow this by considering the choice of the respondents whether

he /she likes to participate to the research , third right to full disclosure we

researchers should explain to the respondents all essential elements such as our

identity, our study, its purpose its potential risks and benefits and explain to them

their right to withdraw to the study any time they want to. And right to privacy we

ensured and follow this by considering the anonymity of the respondents and

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considering the confidentiality of all the data we will obtain from the study. Yelle

please check this one nalang kung tma baka kasi redundant na pinaggagawa ko

erase mo nlng ung Makita mung mali tol tnx and gudeve tol

Data that were gathered were treated with descriptive and inferential statistics. Todetermine the extent of knowledge of pre-school teachers on the growth and development of preschoolers along cognitive, social, emotional and physical aspect, weighted mean was utilizedwhile the f test and t test was employed to determine significant difference in the knowledge of pre-school teachers according to age, educational attainment and years of teaching experience.

weighted mean per item = (no. of correct responses x 1) + (no. of wrong responses x 0)125

The scale of interpretation used:Highest score ( HS ) – Lowest Score (LS)

Number of CategoriesWHEREIN – the highest score = 1

- the lowest score = 0- the number of categories= 3

Arbitrary Value Mean Interpretation

123

0.00 – 0.330.34 – 0.660.67 – 1.00

Least Knowledgeable (LK)Partially Knowledgeable(PK)Fully Knowledgeable (FK)

The researchers utilized the F test for the moderating variables Age and EducationalAttainment. This is because these variables were divided into 3 categories: for age, 20 – 25, 26– 35, and 36 and above, for educational attainment, Undergraduate, College Graduate, andPost graduate. The researchers utilized T test for the moderating variable Years of TeachingExperience. This is because the variable only has 2 categories which are Less than 5 years,and more than five years.

where:X1 = sample mean for group 1X2 = sample mean for group 2S1

2 = sample variance for group 1S2

2 = sample variance for group 2N1 = number of subjects in group 1N2 = number of subjects in group 2

F = MSSB / MSSW

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Where:MSSB= Mean sum of squares between groupsMSSW = Mean of sum of squares within groups

Results and DiscussionsTable 2

The Extent of Knowledge of Teachers on the Developmental Milestones of PreschoolersITEMS YES NO INTERP

F % F %COGNITIVE ASPECT

1. Talks in complete sentences of 15 – 20 words 88 70.4 37 29.6 .30 LK2. Learns to think with the use of symbols 110 88 15 12 .88 FK3. Asks a lot of questions especially who, what, when and

where113 90.4 12 9.6 .90 FK

4. Unable to recite the complete alphabet 41 32.8 84 67.2 .67 FK5. Expresses complex ideas at one time 71 56.8 54 43.2 .43 PK6. Enjoys repeating stories without changes in the words 80 64 45 36 .64 PK7. Learns through trial and error 66 52.8 59 47.2 .53 PK8. Able to recognize that a part is equal to a whole 86 68.8 39 31.2 .31. LK

0.58 PK

SOCIAL ASPECT

9. Enjoys playing alone rather than with peers 23 18.4 102 81.6 .82 FK10. Unable to follow simple rules in games 49 39.2 76 60.8 .61 PK11. Enjoys making others laugh and being silly 111 88.8 14 11.2 .89 FK12. Exhibits feeling of guilt when they have done wrong 99 79.2 26 20.8 .79 FK13. Hoards own toys and does not like to share it to others 47 37.6 78 62.4 .38 PK14. Unable to do simple household chores like sweeping 55 44 70 56 .56 PK15. Exaggerates topic when talking to others 81 64.8 44 35.2 .65 PK

16. Spontaneously greets familiar person by hugging 98 78.4 27 21.6 .22 LK0.61 PK

EMOTIONAL ASPECT

17. Shows fear in masks, animals and “bad” people 88 70.4 37 29.6 .70 FK18. Hides behind their parents when they are afraid 85 68 40 32 .68 FK19. Unable to differentiate individual uniqueness from

others60 48 65 52 .48 PK

20. Prefers to keep silent when they are curious of something

36 28.8 89 71.2 .71 FK

21. Able to control their likes and emotions 59 47.2 66 52.8 .53 PK

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22. Sons are closer to their fathers while daughters arecloser totheir mothers (Oedipus Electra complex).

55 44 70 56 .56 PK

23. Has no fear of the dark, noises at night, andsupernatural beings

44 35.2 81 64.8 .70 FK

24. Tends to brag and be bossy 79 63.2 46 36.8 .63 PK0.62 PK

PHYSICAL ASPECT25. Starts to eat using utensils 117 93.6 8 6.4 .94 FK26. Easily puts on buttoned clothes 90 72 35 28 .28 LK27. Able to ride a bike with training wheels 91 72.8 34 27.2 .73 FK28. Able to brush teeth without help 115 92 10 8 .08 LK29. Able to jump 5 steps of stairs 74 59.2 51 40.8 .41 PK30. Can perform gymnastics 103 82.4 22 17.6 .82 FK31. Unable to skip on alternate foot 67 53.6 58 46.4 .45 PK32. Holds/Controls bladder and bowel 91 72.8 34 27.2 .73 FK

0.56 PK

∑x=.59 PK

LEGEND:0.00 – 0.33 = Least Knowledgeable ( LK ) 0.34 – 0.66 = Partially Knowledgeable (PK) 0.67 – 1.00 = Fully

Knowledgeable ( FK )

The table shows that the extent of knowledge of teachers on the developmentalmilestones of preschoolers is 0.59 which means they have partially knowledgeable.

The highest score recorded with respect to all the items is 117 correct responses onQuestion no. 25 which is “Starts to eat using utensils”, with a mean score of 0.94 though this isnot readily observable inside the classroom. This is usually observed at home or in other placesexcept school. Eating using utensils by the preschoolers cannot be seen by respondentsbecause preschoolers eat finger foods in the school however there can be a possibility that theybrought foods in the school that can be eaten using utensils and able to observe it. Another

possible reason is that the respondents may have studied that in the developmental stages of preschoolers. According to Caring for your Baby and Young Child: Birth to Age 5, preschoolersare able to use utensils (Caring for your Baby and Young Child: Birth to Age 5, S. Shelov, R.Hannermann, 2004). The lowest score is 10 correct No responses on question no. 28 which is“Able to brush teeth without help”, with a mean of 0.08. Question number 28 got the lowestnumber of correct responses since the behavior being indicated pertains to the ability of thepreschoolers in brushing their teeth. A possible reason why most respondents failed to answer the item correctly is because this is a behavior that can be observed at home only. It is not verycommon for preschoolers to bring along with them their toothbrush and brush their teeth after eating in school. According to Center for Disease Control, the skill to handle the toothbrushalone is usually around 6-8 years old (Tips for Brushing your Preschoolers Teeth, www.cdc.org).

Question no. 5 surprisingly got a low score of 54 respectively out of the 125 respondentsbecause this should have elicited a high score response rate since these are observation thatcan be readily made inside the classroom or during school hours and it is possible also thatteachers perceived that since preschoolers are usually quite talkative, this is already a proof thatthey can express complex ideas at one time. Question no. 13 also got a low score of 47respectively out of 125 respondents because these question should have also elicited a highscore response rate since this is an observation that can be made inside the classroom or during school hours and it is possible also that teachers perceived that preschoolers at schoolduring playtime, it is common that the principle of sharing is implemented, hence we seepreschoolers sharing their toys with other children because they are told to do so by their

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http://www.cdc.org/

http://www.cdc.org/



teachers. However, this sharing behavior at school may be different from the behavior they haveat home, because preschoolers do have the tendency to hoard their toys. According toBetterkidcare, children who hoard toys feel safer with a pack of toys strapped around their waistor in a basket beside them. This may also affect the hoarding of toys of children since the toysat schools are usually in boxes (When Children Hoard Toys,http://betterkidcare.psu.edu/AngelUnits/OneHour/Sharing/Hoarding.htm).Question no. 29 also

got a low score of 51 respectively out of 125 respondents because this question should havealso elicited a high score since this can be easily observed that also can be made inside theclassroom or during school hours and when it comes to jumping five steps of stair, a possiblereason why respondents failed to answer it correctly is because the respondents may not beable to observe this because this action of preschoolers is done outside the classroom usuallyduring recess time which is also considered their playtime. Question no. 31 also got a low scoreof 58 out of the 125 respondents aside from the reason that this is an observation that cannotbe made inside the classroom or during class hours because with regards to skipping onalternate foot, the respondents may not be able to observe this because of the school space.Another possible reason is that recess is usually their playtime and that the respondents maynot be able to watch over the children very much.

Question no. 14 got a high score of 70 contrary to what is expected since this behavior is

usually not observable at school. Household cleaning cannot be seen by respondents, it ispossible that they were able to observe this with the kids found in their neighborhood andhomes. According to Chores for Preschoolers, preschoolers are fond of doing household choresat this period because they like being liked especially by their parents who are the mostimportant people in their worlds (Chores for Preschoolers, Susan Davis, 2006). Therespondents being the second parents may not have literally seen them do household choresbut may have noticed at school that theyput back their toys after use and also throw their garbage properly. Simple things that may also indicate what they do at home. Question no. 22also got a high score of 70 out of the 125 respondents though it is not readily observable. Oneprobable reason behind this is that the respondents have studied the developmental stages of children when they were still studying so they still know it. Question no. 27 also surprisingly gota high score of 91 out of the 125 respondents though it is not readily observable in school. One

reason could be that the respondents may have observed this in parks or in their neighborhoods. They may also have relatives whom they have observed that could already ridebikes with training wheels at this age.

Given the results above nurses can now implement more programs and seminars tofacilitate an increase in the knowledge of teachers from partially knowledgeable to fullyknowledgeable. The study can also pave the way for re evaluation of the curriculum beingfollowed in pre schools today, and see to it that not only the intellectual aspect is beingaddressed. Aside from that, this will serve as an eye opener to assure that all preschoolteachers have received formal education including specializations pertaining to the normaldevelopmental milestones as well as, the different aspects of preschoolers. This study can alsohelp us to be aware of what are the specific aspects that needs more focus for development for us to be able to make actions and adjustments for better way of teaching preschoolers. Through

the results we will be able to evaluate the teachers and be able to think of the best ways to bedone on how to deal, interact, and communicate with the teachers.

In application of the theoretical framework, the extent of knowledge of the teachers ispartially knowledgeable because it can be that these teachers did not apply well the concepts of attention, retention, motivation and reproduction or the teachers may have lacked one of these

four social learning concepts HOW? BE SPECIFIC. RELATE TO OURSTUDY. GIVE CONCRETE EXAMPLES. Ex. HOW CAN WE

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SAY THAT THEY DID NOT APPLY THE CONCEPT OFATTENTION?.

Table 3The Extent of Knowledge of Teachers on the Developmental Milestones of Preschoolers

when grouped according to AgeITEMS

20-25 years old 26 – 35 years old36 years old andabove

COGNITIVE ASPECT xA Interp xB Interp xC Interp1. Talks in complete sentences of 15 – 20 words 0.48 PK 0.34 PK 0.15 LK2. Learns to think with the use of symbols 0.78 FK 0.98 FK 0.83 FK3. Asks a lot of questions especially who, what, when and

where 0.93 FK 0.94 FK 0.85 FK

4. Unable to recite the complete alphabet 0.67 FK 0.68 FK 0.67 FK5. Expresses complex ideas at one time 0.56 PK 0.44 PK 0.35 PK6. Enjoys repeating stories without changes in the words 0.7 FK 0.54 PK 0.71 FK7. Learns through trial and error 0.52 PK 0.56 PK 0.5 PK8. Able to recognize that a part is equal to a whole 0.52 PK 0.2 LK 0.31 LK

SOCIAL ASPECT

9. Enjoys playing alone rather than with peers 0.78 FK 0.86 FK 0.79 FK10. Unable to follow simple rules in games 0.63 PK 0.66 PK 0.54 PK11. Enjoys making others laugh and being silly 0.89 FK 0.9 FK 0.88 FK12. Exhibits feeling of guilt when they have done wrong 0.89 FK 0.78 FK 0.75 PK13. Hoards own toys and does not like to share it to others 0.52 PK 0.38 PK 0.29 LK14. Unable to do simple household chores like sweeping 0.63 PK 0.48 PK 0.6 PK15. Exaggerates topic when talking to others 0.6 PK 0.68 FK 0.65 PK16. Spontaneously greets familiar person by hugging 0.26 LK 0.24 LK 0.17 LK

EMOTIONAL ASPECT

17. Shows fear in masks, animals and “bad” people 0.78 FK 0.7 FK 0.67 FK18. Hides behind their parents when they are afraid 0.67 FK 0.72 FK 0.65 PK19. Unable to differentiate individual uniqueness from

others 0.44 PK 0.54 PK 0.44 PK20. Prefers to keep silent when they are curious of

something 0.7 FK 0.62 PK 0.81 FK21. Able to control their likes and emotions 0.41 PK 0.54 PK 0.58 PK22. Sons are closer to their fathers while daughters are 0.63 PK 0.48 PK 0.6 PK

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closer to their mothers (Oedipus Electra complex).23. Has no fear of the dark, noises at night, andsupernatural beings 0.6 PK 0.66 PK 0.67 FK24. Tends to brag and be bossy 0.7 FK 0.6 PK 0.63 PK

PHYSICAL ASPECT

25. Starts to eat using utensils 0.96 FK 0.98 FK 0.88 FK26. Easily puts on buttoned clothes 0.22 LK 0.26 LK 0.33 LK27. Able to ride a bike with training wheels 0.74 FK 0.72 FK 0.73 FK28. Able to brush teeth without help 0.11 LK 0.06 LK 0.08 LK29. Able to jump 5 steps of stairs 0.44 PK 0.32 LK 0.48 PK30. Can perform gymnastics 0.85 FK 0.76 FK 0.88 FK31. Unable to skip on alternate foot 0.3 LK 0.46 PK 0.56 PK32. Holds/Controls bladder and bowel 0.74 FK 0.66 PK 0.79 FK

TOTAL 19.65 18.74 18.82X 0.61 PK 0.59 PK 0.59 PKCV= -0.02; TV= 3.07; margin of error= 0.05; Since CV < TV accept HO

Legend: 0.00 – 0.33 = Least Knowledgeable ( LK )0.34 – 0.66 = Partially Knowledgeable (PK)0.67 – 1.00 = Fully Knowledgeable ( FK )

As seen from table two, the extent of knowledge of teachers on the developmental

milestones of preschoolers, is partially knowledgeable. Based on a study about relationship of non cognitive skills and teacher’s performance it also revealed that there is no significant

difference in non-cognitive skills of commerce teacher trainees with respect to their age ThisRRL is not related to the study. In here, you are speaking of teacher trainees while our study speaks of teachers whohave been teaching for quite some time already. If you stillwant to use this, relate it properly to our research.. (Philip, S.,Nellaiyapen, N. O. (2009). Non-Cognitive Skills and Academic Performance of Teacher

Trainees. Artha Journal of Social Sciences ). But a study disagreed with our findings because itrevealed that teacher belonging to the age group of the above 50 years, do not have effective

teaching performance when compared to other age groups THIS RRL talks aboutteaching performance, not knowledge. Please link thisproperly to our study.. (Namasivayam, (2010) N., Socio-Economic FactorsInfluencing Performance Of Teachers In Open And Distance Education Of Madurai KamarajUniverstiy, Madurai, India)

For the highest value all age categories got a common high score on item number 25which is about the preschoolers’ ability to start using utensils with a corresponding mean of 0.96, 0.98 and 0.88. Also, this item should not be high because it is observed in a typical

situation such as when family eat their meal or when preschoolers brought their packed mealswith them and observed to use utensils. The possible reason is that probably sometimespreschoolers eat meals in school or when occasions such as a birthday of a classmate is beingcelebrated a meal maybe served thus they have observed this behavior. Another item thatsurprisingly got a high mean is item number 30 which is about the ability of the preschoolers todo gymnastics. This physical aspect of development is not primarily observed in their schoolbecause there is no specific subject like physical education which teaches preschoolers toperform such tasks and during their breaks most of the time they just enjoy the slides or swingsif present inside their school.

12



For the lowest value all the age categories got the lowest score on item number 28with a mean of 0.11, 0.06 and 0.08. Item numbers 16, 26 and 28 got a low score which maybe apart of the preschool’s development that is being ignored by the teacher. Subsequently, itemnumber 16 which can be primarily observed by the teachers even if the preschoolers are at their school especially when they are fetched by their parents or relatives. Item number 26 and 28are expected to get a low score which is about the ability to put on buttoned clothes and ability

to brush their teeth without help respectively, because these developmental tasks are commonlydone in their home.

The implications of these findings in the field of nursing are that developments on theclass lectures regarding different aspects of the developmental milestones of a preschooler should be done to further improve teacher knowledge. This provides for an opportunity toenhance their potentials and skills. These can be done through attending seminars and readingupdated researches and books about the developmental milestones of preschoolers.

In connection with our theoretical framework, the variable age can be related withretention because it is common knowledge that the older the person gets the person find it a bitdifficult for him to recall the theories and concepts that they have learned when they werestudying while for younger teachers the concepts and theories they have learned were still fresh

to them and their retention ability is somewhat enhanced DEFINE RETENTIONFIRST.. PLACE YOUR THEORETICAL EXPLANATION PRIORTO YOUR IMPLICATIONS. This is true for all tables..

Table 4The Extent of Knowledge of Teachers on the Developmental Milestones of Preschoolers

when grouped according to Years of Teaching Experience

13



Legend: 0.00 – 0.33 = Least Knowledgeable ( LK )0.34 – 0.66 = Partially Knowledgeable(PK)0.67 – 1.00 = Fully Knowledgeable ( FK )

As seen on table four, the average rating for the extent of knowledge of teachers on thedevelopmental milestones of preschoolers, the respondents are rated partially knowledgeable.For the first age category which is the teaching experience of less than 5 years and more than 5

14

ITEMS <5 years >5 years

COGNITIVE ASPECT ẋA INTER ẋB INTER

1. Talks in complete sentences of 15 – 20 words 0.41 PK 0.16 LK2. Learns to think with the use of symbols 0.90 FK 0.90 FK3. Asks a lot of questions especially who, what, when and

where

0.92 FK 0.87 FK

4. Unable to recite the complete alphabet 0.65 PK 0.69 FK5. Expresses complex ideas at one time 0.51 PK 0.37 PK6. Enjoys repeating stories without changes in the words 0.60 PK 0.70 FK7. Learns through trial and error 0.59 PK 0.52 PK8. Able to recognize that a part is equal to a whole 0.41 PK 0.21 LK

SOCIAL ASPECT9. Enjoys playing alone rather than with peers 0.79 FK 0.85 FK

10. Unable to follow simple rules in games 0.63 PK 0.58 PK11. Enjoys making others laugh and being silly 0.89 FK 0.90 FK12. Exhibits feeling of guilt when they have done wrong 0.79 FK 0.81 FK13. Hoards own toys and does not like to share it to others 0.48 PK 0.31 LK

14. Unable to do simple household chores like sweeping 0.56 PK 0.53 PK15. Exaggerates topic when talking to others 0.67 FK 0.60 PK16. Spontaneously greets familiar person by hugging 0.26 LK 0.18 LK

EMOTIONAL ASPECT17. Shows fear in masks, animals and “bad” people 0.76 FK 0.68 FK18. Hides behind their parents when they are afraid 0.67 FK 0.79 FK

19. Unable to differentiate individual uniqueness from others 0.54 PK 0.42 PK20. Prefers to keep silent when they are curious of something 0.68 FK 0.76 FK

21. Able to control their likes and emotions 0.59 PK 0.50 PK22. Sons are closer to their fathers while daughters are closer totheir mothers (Oedipus Electra complex).

0.52 PK 0.60 PK

23. Has no fear of the dark, noises at night, and supernaturalbeings

0.63 PK 0.60 PK

24. Tends to brag and be bossy 0.63 PK 0.65 PKPHYSICAL ASPECT25. Starts to eat using utensils 0.97 FK 0.92 FK26. Easily puts on buttoned clothes 0.22 LK 0.32 LK

27. Able to ride a bike with training wheels 0.76 FK 0.71 FK28. Able to brush teeth without help 0.06 PK 0.10 LK29. Able to jump 5 steps of stairs 0.37 PK 0.40 PK30. Can perform gymnastics 0.89 FK 0.87 FK31. Unable to skip on alternate foot 0.46 PK 0.48 PK32. Holds/Controls bladder and bowel 0.73 FK 0.74 FK

CV= 0.08 TV= 3.07; margin of error= 0.05 Since CV < TV accept HO



years, table shows that the highest value falls on item number 25 which is “Start to eat usingutensils” with the following: frequency of 61; 57 and a mean of 0.97; 0.92 respectively.Unexpectedly, this item had a high score even though the teachers were not able to observehow the preschoolers eat using utensils at home and rarely do they eat at school. However,they may have based their answers on the theories that they have learned or their ownexperiences. According to the article of Robert Shelov preschoolers are able to use utensils

during meal. ( Shelov, Caring for your baby and young child: Birth to Age 5, 2004) Despite having a bachelor’s degree in education, many of the preschool teachers in this

study had not received any specialized early childhood training in their own professionalpreparation. Moreover, research on teacher preparation (Early & Winton, 2001) and recentnational policy reports (Eager to Learn, Bowman, Donovan, & Burns, 2001) argue that manyqualified teachers need to update their professional knowledge because they have not beenadequately prepared to educate young children within the current economic and social context.Therefore, policy makers are advised to ensure that teacher consultants are adequatelyprepared for the different kinds of functions associated with this kind of work. The literature onleadership in early education suggests that the content of such training include adult andprofessional development theory, the process of change, communication skills, and modeling(Whitebook & Bellm, 1996). An effective training program will also address how to manage the

change process with experienced teachers as well as provide teacher consultants with a soundunderstanding of the instructional content and practices required of the reform itself. (SharonRyan (2003). Mentoring for Change: A Time Use Study of Teacher Consultants in PreschoolReform@http://ecrp.uiuc.edu/v6n1/ryan.html

For the lowest value both of the categories got the lowest score on item number 28which is “Able to brush teeth without help “with a frequency of 4; 6 and a mean of 0.06; 0.10respectively. It was expected to be low since the teachers cannot observe how the preschoolersbrush their teeth without help because this action is done at home.

The researchers expected item number 1 which is “Talks in complete sentences of 15 –20 words”, to have a high score but turned out to be the opposite. Since the teachers canobserve how the preschooler interacts with the other students and the teacher herself. Teachers

can monitor the of the preschooler’s communication skills since the teachers are with thestudents and they can monitor their communication skill development because that’s their oneof their main focus in teaching.

Contrary to the result of this study, one article proved that there is a significantdifference on the level of knowledge of teachers in relation to their years of experience. It wassaid that the teachers having 10 years and above of teaching experiences are more efficient indealing with the students rather than those who have less than 10 years of teachingexperiences.(Majed, Kindergarten Teachers’ Beliefs Towards Developmentally AppropriatePractice in Jordan, 2010).

The first 3 years of teaching does not affect much the knowledge of teachers. Whenthese teachers were subjected to standard test score there is no significant difference in their knowledge during their first year in teaching. Their understanding on the experience of teacher

data is not really what they have focused on the test, but the teachers have based their answersmore on ideas or principles that is why they have appeared more effective in teaching on thestudy (Amy Gratch(2000). Beginning Teacher and Mentor Relationship . Retrieved November 2002. @ http:/www.questia.com)

The researchers do agree that the teachers are Partially Knowledgeable since there isnot enough facilities to address the needs of the preschool teachers for them to enhance their knowledge and there are not enough trainings and seminars conducted by the Department of Education to update the knowledge of the preschool teachers with regards to the growth and

15

http://ecrp.uiuc.edu/v6n1/ryan.html

http://ecrp.uiuc.edu/v6n1/ryan.html



development of the preschool teachers. (http://nusp.org/unity-state,ent-against-education-budget-cut/)

In relation to the theoretical framework, Bandura’s Social Learning theory, theknowledge of the preschool teachers is a result of the retention of what they had learned duringor attending some seminars related to their profession and from what they had learned when

they were studying. From their teaching experiences they produce their knowledge about thedevelopment of preschoolers by assessing the milestones of the students. It is a commonknowledge that when a person has more experience as time goes by, they are more

knowledgeable. ELABORATE.

CONCLUSIONS

After the analysis and interpretation of data, the researchers conclude that the extent of knowledge of teachers on the developmental milestones of preschoolers is interpreted asPartially Knowledgeable. The extent of knowledge of teachers on the developmental milestones

of preschoolers in the cognitive aspect is partially knowledgeable, in the social aspect aspartially knowledgeable, in the emotional aspect as partially knowledgeable, and in the physicalaspect as partially knowledgeable.

The null hypothesis was accepted in evaluating the extent of knowledge of teachers onthe developmental milestones of preschoolers when grouped according to Age, and Years of Teaching Experience. This means that there is no significant difference in the extent of knowledge of teachers on the developmental milestones of preschoolers when groupedaccording to age, and years of teaching experience. Thus, these variables do not affect theteacher’s level of knowledge.

Recommendations

The following are recommended based on the findings of the study. First, the teachersshould attend more seminars about the advances in the approach of teaching preschoolersbased on their stage of development. Also, they should not forget the concepts on the differentgrowth and development theories specifically on the preschoolers’ developmental stagesthrough the conduction of lectures that will serve to refresh the knowledge they have and toprovide up to date information regarding the preschoolers and their developmental milestones.The teachers should be keen observers about the behaviors of the preschoolers which includethe cognitive, social, emotional and physical aspects.

With regards to the role of the school administrators, it is their utmost duty to have a re-evaluation on the curriculum being taught to the preschoolers and see to it that all aspects of

developmental milestones are being addressed and not merely the cognitive aspect. They mustalso assure that the preschool teachers being hired should have an appropriate degree withregards to early childhood education, if not a specialization. The researchers also recommendthe implementation of a yearly evaluation of the knowledge of their preschool teachers andensure the maintenance of quality education to preschoolers. Also, they should promote or send their teachers to seminars to enhance their skills and knowledge in handling preschoolers.

For future researchers on this topic, it is suggested that they use their acquiredinformation from the results of the study in order to help the preschool teachers inunderstanding and dealing with the preschoolers appropriately. They may continue this

16



research to re-evaluate if there will be improvements in their level of knowledge or to determinetheir level of knowledge about the other aspects of the preschoolers other than the cognitive,social, emotional and physical aspects. Moreover, it is recommended that they may use other variables aside from the two variables used in the study like gender and the marital status of thepreschool teachers. Also, they may conduct a qualitative approach to determine other factorsthat may influence the knowledge of the preschool teachers.

For future researchers on this topic, it is suggested that they make use of a research toolthat is in accordance to the Metro Manila Developmental Skills Testing or MMDST. It is alsorecommended that they specify the specific age being addressed for every question. Also, theymay conduct a qualitative approach to determine other factors that may influence the knowledgeof the preschool teachers.

APPENDICES

APPENDIX A:

Copy of the Questionnaire

SAINT LOUIS UNIVERSITYSCHOOL OF NURSING

A. BONIFACIO STREET, BAGUIO CITY

Dear Respondent:We, the BSN III – F4 of Saint Louis University School of Nursing, will be conducting a

research entitled “Knowledge of Teachers on the developmental milestone” in partial fulfillmentof the requirements of the course Introduction to Nursing Research.

17



In this regard, the researchers would like to ask for your valuable time and cooperationto answer this questionnaire. We would appreciate very much your participation in this researchstudy. Rest assured that all information supplied will be kept in strict confidentiality.

Thank you very much for your time!Sincerely yours,

Maryelle G. Casupanan

BSN III – F4Group Representative

QUESTIONNAIREA. Demographic Data: Please put a check mark ( √ ) on the space provided that corresponds toyour answer.Age: ( ) 20 – 25 ( ) 26 – 35 ( ) 36 and aboveEducational Attainment:

( ) College Level ( Undergraduate ) :___________________ ( ) College Graduate: _____________________

( )LET passer ( ) Non LET passer

( ) Post Graduate (specify): ________________________ Years of Teaching Experience

( ) less than 1 year ( ) 1 – 5 years( ) 6 – 10 years( ) 10 years and above

B. Below are statements related to the developmental milestones of preschoolers alongphysical, cognitive, emotional, and social aspects. Please put a check mark ( √ ) in the columnthat corresponds to your best answer, using the legend:

YES – means that the statement is appropriate to the developmental milestones of preschoolers.

NO – means that the statement is not appropriate to the developmental milestones of

pre-schoolers

Developmental milestones of preschoolers YES NO

COGNITIVE ASPECT1. Talks in complete sentences of 15 – 20 words2. Learns to think with the use of symbols3. Asks a lot of questions especially who, what, when and where4.Unable to recite the complete alphabet

18



5. Expresses complex ideas at one time6. Enjoys repeating stories without changes in the words7. Learns through trial and error 8. Able to recognize that a part is equal to a wholeSOCIAL ASPECT

9. Enjoys playing alone rather than with peers10. Able to follow simple rules in games11. Enjoys making others laugh and being silly12. Exhibits feeling of guilt when they have done wrong13. Does not enjoy going to picnics, parties, festival, and new

Places14. Unable to do simple household chores like sweeping15. Exaggerates topic when talking to others16. Spontaneously greets familiar person by huggingEMOTIONAL ASPECT

17. Shows fear in masks, animals and “bad” people18. Hides behind their parents when they are afraid

19. Unable to differentiate individual uniqueness from others20. Prefers to keep silent when they are curious of something21. Able to control their likes and emotions22. Sons are closer to their fathers while daughters are closer totheir mothers (Oedipus Electra complex).23. Has no fear of the dark, noises at night, and supernaturalbeings24. Tends to brag and be bossyPHYSICAL ASPECT25. Starts to eat using utensils26. Easily puts on buttoned clothes27. Able to ride a bike with training wheels

28. Able to brush teeth without help29. Able to jump 5 steps of stairs30. Can perform gymnastics31. Unable to skip on alternate foot32. Holds/Controls bladder and bowel

APPENDIX B: COMPUTATIONS FOR PRETEST AND POST - TEST PLUS CONTENTVALIDITY INDEX

RELIABILITY TEST: Pearson’s Product Moment Correlation Coefficient

r =

r =

r =

19



r =

r =

r =

• Computation for the Content Validity Index

x = # of items with 3 or 4 scoretotal number of items

Name of Experts 1st CVI 2nd CVIMrs. Elisa Ferrer, RN, MSN

(Research Expert)x = 31

32x = 0.97

x =3232

x = 1Mrs.HermaFloritaRatac, RN,

MSN(Topic Expert)

x = 45

48x = 0.94

APPENDIX C:COMPUTATION FOR TABLE 2 Extent of Knowledge of Teachers on the developmentalmilestones of Preschoolers

FOR QUESTION NO. 1X = 37 / 125 = 0.30% = (37/125) X 100 = 29.6 %

X =(X1 + X2 … X32) / 32

• Computation for the F test for the Extent of Knowledge of Teachers in the of developmental milestones of Preschoolers when grouped according to Age

Step 1. TC1 = 19.65TC2 = 18.74TC3 = 18.82

Step 2. = 57.21Step 3. TC12 = 386.1225

TC22 = 351.1876

TC32 = 354.1924

Step 4. 2 = 1,091.5025Step 5. Get A2, B2, C2 columnStep 6. 2 = 13.4207

2 = 12.62842 = 12.632

Step 7. 2 + B2 + C2 = 38.6811

Step 8. n = 32

N = 96Step 9. ( )2 = 3,272.9841Step 10.( ) 2 = 34.0936

N

20



Solutions:

1. SSbet. = –

= 34.1095 – 34.0936 = 0.0159

2. SStiotal = 38.6811 – 3272.9841 = -33.6996

3. SSwithin = -33.69 – 0.0159 = -33.7059

4. df a. df between = 3 – 1 = 2 b. df total = 96 – 1 = 95c. df within = 95 – 2 = 9

5. MSSB = SS between =0.0159/2df between

= 0.00795

6. MSSW = SS within = -33.7059/93 =-0.36df within

7. F = MSSB = 0.00795/-0.36 = -0.02

MSSW

SS df MS FBetween 0.0159 2 0.00795

-0.02

Within -33.7059

93 -0.36

21

Items A2 B2 C2

1 0.2304 0.1156 0.02252 0.6084 0.9604 0.68893 0.8649 0.8836 0.72254 0.4489 0.4624 0.4489

5 0.3136 0.1936 0.12256 0.49 0.2916 0.50417 0.2704 0.3136 0.258 0.2704 0.04 0.09619 0.6084 0.7396 0.6241

10 0.3969 0.4356 0.291611 0.7921 0.81 0.774412 0.7921 0.6084 0.562513 0.2704 0.1444 0.084114 0.3969 0.2304 0.3615 0.36 0.4624 0.422516 0.0676 0.0576 0.0289

17 0.6084 0.49 0.448918 0.4489 0.5184 0.422519 0.1936 0.2916 0.193620 0.49 0.3844 0.656121 0.1681 0.2916 0.336422 0.3969 0.2304 0.3623 0.36 0.4356 0.448924 0.49 0.36 0.396925 0.9216 0.9604 0.774426 0.0484 0.0676 0.108927 0.5476 0.5184 0.532928 0.0121 0.0036 0.006429 0.1936 0.1024 0.230430 0.7225 0.5776 0.774431 0.09 0.2116 0.313632 0.5476 0.4356 0.6241

TOTAL 13.4207 12.6284 12.632



Total -33.69 95

Computed Value = -0.02Tabular value = 3.07CV<TV

Accept HoThere is no significant difference in theextent of knowledge of preschool teachersin the growth and development of preschoolers when grouped according toage

• Computation for the T test for theExtent of Knowledge of PreschoolTeachers in the Growth andDevelopment of Preschoolers whengrouped according to Years of Teaching Experience

T= A - Bẋ ẋ

(nA – nB)

T= 0.61 – 0.59

123

T= 0.02

123

T= 0.02

123

T= 0.02

123

T= 0.02

T= 0.02

T = 0.02

0.247561128

CV= 0.080788127

TV=2CV<TV

ACCEPT Ho

Treatment of Data

1. Tallying of scores cognitive, social, emotional, and physical aspects per category withcorresponding interpretation. Total scores were added and an interpretation was also providedfor the total score.2. Tallying according to age and years of teaching experience to come up with the number of

Yes and No responses per question3. Making of a summary table to come up with a total number of Yes and No responses withrespect to each category of age and years of teaching experience. For the age, three categorieswere used ( 20 – 25, 26 – 35, and 36 and above). For the years of teaching experience, twocategories were used ( Below five years and above five years.)4.T test was applied on the moderating variables years of teaching experience.

22



a. The researchers specified level of significance based on the school protocol which is5%.b. Using the data, the researchers computed for the values to be substituted in theformula of the t test.

where:X1 = sample mean for group 1X2 = sample mean for group 2S1

2 = sample variance for group 1S2

2 = sample variance for group 2N1 = number of subjects in group 1N2 = number of subjects in group 2

5. F test was utilized for the moderating variables age.Degrees of Freedom

a. The researchers specified level of significance based on the school protocol which is

5%.b. Using the data, the researchers computed for the values to be substituted in theformula of the f test. Certain values were first computed to be substituted in the formula.

• The total mean was computed per condition to come up with Tc1, Tc2, and Tc3.• The three were then added to come up with .• The square of Tc1, Tc2, and Tc3 were then determined• The squares of the three conditions were then taken to come up with 2.

• Each mean on all three columns was squared to come up with A2, B2, and C2 columns.• The total of the A2, B2, and C2 columns were then obtained.• To come up with 2 + B2 + C2

• The n and N were then noted as 3 and 96 respectively• To get the ( )2 the was squared• The constant value was then computed by using the formula ( )2/ N.• SSbetween was then computed by 2 + B 2 + C 2( ) 2

n- N• SS total was then computed by – ( )2 / N• SSwithin = SStotal - SSB

• df a) df between = C – 1 = 3 – 1 = 2b) df total = N-1= 96-1 = 95c) df within = dft – dfb = 95 - 2= 93

• MSSB = SS betdf bet• MSSW = SSw

dfw• F = MSSB / MSSW

23



ANOVA table

Source of Variation

Sum of Squares Degrees of freedom

Mean of squares F computed

Between SSB df between MSSB F= MSSB /

MSSWWithin SSW df within MSSWTotal TSS df total

APPENDIX D: LETTERS

24



• ( Starting small: Building Preschool Teacher Knowledge That Supports Early LiteracyDevelopment., Cunningham, Zilbulsky, Callahan, 2009 )

• Namasivayam, N., SOCIO-ECONOMIC FACTORS INFLUENCING PERFORMANCEOF TEACHERS IN OPEN AND DISTANCE EDUCATION OF MADURAI KAMARAJUNIVERSTIY, MADURAI, INDIA. Retrieved January 9,2010,from http://www.mtk.ut.ee/orb.aw/class=file/action=preview/id.../nama.doc

• Philip, S., Nellaiyapen, N. O. (2009). Non-Cognitive Skills and Academic Performance of Teacher Trainees. Artha Journal of Social Sciences , 8(2), 31 – 38. Retrieved August 7,2010 from http://www.getcited.org/pub/103471415

• S. Shelov, R. Hannermann, (2004)Caring for your Baby and Young Child: Birth to Age 5http://www.eduqna.com/Preschool/428-preschool-8.html

• Tips for Brushing your Preschoolers Teeth, www.cdc.org

• When Children Hoard Toys,http://betterkidcare.psu.edu/AngelUnits/OneHour/Sharing/Hoarding.htm

Susan Davis, (2006)Chores for Preschoolers

JOURNALS

• US Nationall Institute of Child Health and Human Development, Study of Early ChildCare, (2005), from http://nichd.org/Study_of_child_care.pdf

• US National Institute for Early Education Research (2004), Preschool Policy Matters,

Issue2, Retrieved December 2004 from http://nieer.org/resources/policybriefs/2.pdf )• Unell B. C and Wyckoff J. ( 2007 ) Discipline without shouting or spanking ( practicalguide to the most common Preschool Behavior Problems

• Missall K.N and McConnell S.R ( 2004 ) Psychometric Characteristic of IndividualGrowth and Development indicators: Picture naming, rhyming, and alliteration, Center for Early Education and Development , University of Minnesota, Retrieved April 2004.

http://[email protected]

• Chang C., Grossman W., Hatch G., Neira Y., Sun R. ( 2009 ) Learning from the Practiceof Veteran and Novice Teachers, Journal of Teacher Education, Volume 60 Number 1,Retrieved January / February 2009.

http://jtesagepub.com

• Sorin R., ( 2005 ) Promoting Emotional Health and Wellbeing Through Partnerships – AParent / Teacher / Community Collaboration, James Cook Univerity, Retrieved January2005

http://www.aare.edu.au/02pap/sor02663.htm

26

http://www.mtk.ut.ee/orb.aw/class=file/action=preview/id.../nama.doc

http://www.getcited.org/pub/103471415

http://www.eduqna.com/Preschool/428-preschool-8.html

http://www.cdc.org/

http://betterkidcare.psu.edu/AngelUnits/OneHour/Sharing/Hoarding.htm

http://nichd.org/Study_of_child_care.pdf

http://nieer.org/resources/policybriefs/2.pdf

http://[email protected]/

http://jtesagepub.com/


http://www.mtk.ut.ee/orb.aw/class=file/action=preview/id.../nama.doc

http://www.getcited.org/pub/103471415

http://www.eduqna.com/Preschool/428-preschool-8.html

http://www.cdc.org/

http://betterkidcare.psu.edu/AngelUnits/OneHour/Sharing/Hoarding.htm

http://nichd.org/Study_of_child_care.pdf

http://nieer.org/resources/policybriefs/2.pdf

http://[email protected]/

http://jtesagepub.com/




• Gable R. A., Hendrickson J.M., Hester P P., ( 2009 ), Forty Years Later – The Value of Praise, Ignoring, and Rules for Preschoolers at Risk for Behavior Disorders, Journal of Education and Treatment of Children Volume 32 Number 4, Retrieved 2009

[email protected]

• Ackerman D J., Lobman C, McLaughlin J., Ryan S., ( 2009 ) Educating PreschoolTeachers : Mapping the Teacher Preparation and Professional Development System,Foundation for Child Development, Early Childhood Australia Inc., Retrieved 2009

http://findarticles.com/p/articles/mi_hb6418/is_3_24/ai_n31675479/pg_4/?tag=content’co11

• Dziurgot T., Smith J T. ( 2010 ), Untangling Teacher – Play Interactions: Do Teacher Education and Experience Influence “ Good – Fit” Responses to Children’s Play?,Journal of Early Childhood Teacher Education, Volume 31 Issue 2, Retrieved April 2010

http://informaworld.com/smpp/content~db=all~content=a922112447~frm=abslink

• N. Richford (2004) Guide to Teaching Preschoolers, fromwww.ehow.com/way5330226guide_teaching_preschoolers.html#ixzzos1pzwwjU)

• Callahan M D., Cunningham A D., Zibulsky J., ( 2009) Starting Small: Building PreschoolTeacher Knowledge that Supports early Literacy Development, Graduate School of Education University of California, Berkeley. Retrieved January 2009.

[email protected]

• Inal G G., Kandir A., Ozbei S., ( 2009 ) A Study on the Difficulties Faced by PreschoolTeachers in Planning and Implementation, Journal of International Social Research.Reterieved January 2009

http://www.researchgate.net/publication/26587883

PLEASE SUBMIT YOUR OUTPUT IN 2003 FORMAT.

mailto:[email protected]

http://findarticles.com/p/articles/mi_hb6418/is_3_24/ai_n31675479/pg_4/?tag=content%27co11











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