Integration of Poetry in the Developmental Domains in Kindergarten Instructional Engagement

AUTHOR(S)

CRISALDO QUINTO

ABSTRACT

—— This study aims to investigate the extent of integration of poetry in the developmental domains in kindergarten instructional engagement among public elementary school teachers in Urdaneta City Division during the S.Y. 2022-2023. Utilizing a descriptive research method, the study involved a total of 72 respondents who were kindergarten teachers from various public elementary schools in the division. The findings revealed that the majority of the respondent teachers were relatively young, female, and educationally qualified. The teachers demonstrated extensive utilization of instructional materials in their integration of poetry, emphasizing the importance placed on enhancing the teaching and learning experience. The extent of poetry integration was rated as “Very Extensive” across the developmental domains. However, the study also identified challenges that hindered the integration of poetry, highlighting the need for strategies and support to address these obstacles. Additionally, profile variables did not significantly impact the level of poetry integration, indicating that the extent of integration was not dependent on teachers’ backgrounds. Based on these findings, recommendations were formulated, including the pursuit of higher education, continued emphasis on poetry integration, in-service training, support for overcoming challenges, and further research in this area. Keywords — Poetry, Psychomotor, Cognitive, Social, Emotional