PRE-KINDERGARTEN TRANSITION PROGRAM (PTP) FOR CHILD DEVELOPMENT WORKERS (CDWs)

Authors

  • Jeremy Adrian D. Guiang Faculty, MAEd, Mariano Marcos State University, College of Teacher Education, Laoag Campus, 2900, Philippines
  • Andrian A. Dela Cruz Faculty, PhD, Mariano Marcos State University, College of Teacher Education, Laoag Campus, 2900, Philippines

DOI:

https://doi.org/10.46827/ejes.v11i11.5614

Keywords:

child development workers (CDWs), common adjustment issues, pre-kindergarten transition program (PTP), transition period

Abstract

Utilizing the descriptive research design, integrating the Research & Development (R&D) methodology, this study developed the Pre-kindergarten Transition Program (PTP) for Child Development Workers (CDWs) based on the identified factors that affect common adjustment issues of pre-kindergartners and the various experiences of CDWs in handling adjustment issues during the transition period. The study was conducted in the five districts of Child Development Centers (CDCs) in Laoag City. Using a purposive sampling technique, this study involved 19 CDWs and three experts in the field of early childhood education (ECE). A structured interview guide for the Focus Group discussion (FGD) and a validation tool adapted from Valdez (2023) were used in gathering data. Data gathered from the FGD were analyzed using Braun and Clark’s (2006) thematic analysis, while the mean was used to determine the validity of the PTP. Findings reveal that the factors that affect the common adjustment issues of pre-kindergartners during the transition period are lack of social exposure, separation anxiety, time and routine adjustments, and excessive use of gadgets at home. On the other hand, the CDWs employ interactive learning activities, open communication, and parental involvement and support in handling adjustment issues during the transition period. Findings also reveal that the developed PTP is highly valid in terms of objectives (3.77), content (3.88), staff/persons involved (3.66), duration (4.00), and assessment/evaluative technique (3.78), along with the overall mean of 3.82. Thus, the PTP is recommended to be implemented to capacitate the CDWs in managing effectively the common adjustment issues of pre-kindergartners during the transition period.

 

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Author Biographies

  • Jeremy Adrian D. Guiang, Faculty, MAEd, Mariano Marcos State University, College of Teacher Education, Laoag Campus, 2900, Philippines

    Jeremy Adrian D. Guiang is a college instructor at Mariano Marcos State University – College of Teacher Education teaching major courses in Early Childhood Education and Professional Education courses. He is currently the Program Coordinator of Bachelor of Early Childhood Education in the said college.

  • Andrian A. Dela Cruz, Faculty, PhD, Mariano Marcos State University, College of Teacher Education, Laoag Campus, 2900, Philippines

    Andrian A. Dela Cruz (PhD) was a former Assistant Professor at the Mariano Marcos State University where he handled major and allied subjects in the Early Childhood and Special Needs Education Department. As a researcher, he published his research articles focusing on children’s behavior, personality traits, professional development and self-efficacy, pre-service teachers’ career readiness, and inclusive education in international peer-reviewed, Scopus Index and ASEAN Citation Index journals.

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Published

2024-10-08

Issue

Vol. 11 No. 11 (2024)

Section

Articles

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