Pedagogical Approaches Practiced By Early Childhood Education Teachers

AUTHOR(S)

BEVERLY JOY S. CARULLA

ABSTRACT

—— — This study is concerned with the level of practices of using the different pedagogical approaches in early childhood education in San Manuel District, Division of Tarlac Province, for SY 2023 – 2024. Specifically, this study determined the level of practice of the different pedagogical approaches in early childhood education along with the play-based approach, constructivist approach, collaborative approach, activity-based approach, and integrative approach.(1) It looked into the profile of the respondents in terms of age, sex, civil status, highest educational attainment, number of years teaching, number of relevant training and seminars attended,(2) the public elementary school teachers level of practices of using the different pedagogical approaches in early childhood education, (3) the significant difference in the level of practices of using the different pedagogical approaches in early childhood education of the teacher respondents across the profile variable. (4) There are significant relationships between the teacher’s level of practice in using the different pedagogical approaches in early childhood education of the teacher respondents and the profile variables. To address the foregoing problems raised in this study, statistical measures were used for data analysis and interpretations. These are the frequency counts (f) and percentage (%), the average weighted means (AWM), the Analysis of Variance (ANOVA), and Pearson Product Moment of Coefficient Correlation. The study reveals that most teachers are female, aged 31-40, and have various pedagogical approaches. They are married, have a Master’s, Bachelor’s, or M.A. degree, and have 6-10 years of experience. Most teachers attend international trainings and seminars, with a low retention rate. They demonstrate high proficiency in early childhood education, implementing play-based learning activities, constructivist learning, collaborative learning, activity-based learning, and integrative learning approaches. However, their profile variables do not influence their practices. This study recommends that the public elementary school teacher respondents should pursue a doctoral degree and undergo professional upgrading through training and seminars. They should strive for excellent performance in early childhood education, explore relevant variables, and use an activity-based approach. Further research is needed to determine pedagogical practices in early childhood education. Keywords — Early Childhood Education, Pedagogical Approaches, Public Schools