Restructuring the Kindergarten Curriculum Content
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2023, Vol 12, Issue 2
Abstract
The study was conducted to restructure the Kindergarten curriculum content. Specifically, it sought to achieve the following objectives: investigate on master teacher's perception about the curriculum content and organization in Kindergarten in terms of: balance, articulation, sequence, integration, and continuity; explore the perceptions of the master teachers about the content of the Kindergarten curriculum that curriculum maker needs to enhance or develop; investigate the suggestions of the master teachers as a curriculum expert in enhancing the curriculum content of the Kindergarten; and restructure the Kindergarten curriculum content. A qualitative case study was utilized where all ten (10) master teachers from Catanauan District I and II purposively selected and served as the participants of the study. Unstructured interview was used by the researcher as the primary tool for collecting data. The instrument used was the validated interview guide. The data was analyzed through coding of data, then identifying the themes and concept mapping. The time frame of this study was from January, 2019 to April, 2020.Accordingly, master teachers perceived that Kindergarten curriculum is a play-based and spiral curriculum where some of its content needs to enhance or develop such as reading and writing. Based on the results of the study, a restructured curriculum content was developed. It is recommended that Kindergarten teachers should undertake different trainings and seminars for the better implementation of Kindergarten curriculum content.
Authors and Affiliations
Edivel Francia
Keywords
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- EP ID EP728988
- DOI https://doi.org/10.5281/zenodo.8240375
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