Asian Journal of Assessment in Teaching and Learning

Vol 10, Issue 2, 2020 (34-54) ISSN2232-1926/eISSN 2600-870X

Implementation of Omnibus Policy on Kindergarten Education

Marciano Radam Lopez, Jr.1, Angelito Estoesta Alvarado2
1
Faculty, Department of Education, City Schools Division of Dasmariñas, Philippines
2
Faculty, Isabela State University, Echague Campus, Philippines
[email protected]

DOI: https://doi.org/10.37134/ajatel.vol10.2.5.2020

Received: 30 April 2020; Accepted: 23 July 2020; Published: 24 July 2020

Cite this article (APA): Alvarado, A. E., & Lopez, Jr., M. R. (2020). Implementation of Omnibus Policy on
kindergarten education. Asian Journal of Assessment in Teaching and Learning, 10(2), 34-54.
https://doi.org/10.37134/ajatel.vol10.2.5.2020

Abstract

The implementation Omnibus Policy on Kindergarten Education was conducted primarily to determine the extent
the implementation of the provisions stipulated in the DepEd Order no. 47, series 2016. It serves as the basis for
the continuing enhancement in the operation and management of the kindergarten program; a benchmark that will
motivate the administrators to initiate continuous improvement on all areas of concerns in the operation of the
program as to Instruction, assessment, learning resources, and instructional materials, learning space and
environment, and monitoring and evaluation in cluster 2 of the City Schools Division of Dasmarinas, Cavite. The
methodology used was a descriptive normative survey through a structured questionnaire which contents were
based on the DepEd Order no. 47, series 2016. The nominal data were treated using simple frequency count and
percentage distribution, weighted mean was utilized on the areas of implementation in the Omnibus Policy on
Kindergarten Education, and Chi-Square was used to test the significant relationship of the demographic profile
of the respondents to the implementation of the omnibus policy, whereas ANOVA was used to determine the
significant difference between the perception of respondents to the implementation of the Omnibus Policy on
Kindergarten Education. Significant results of the study revealed that Assessment, Instruction, and Monitoring
and Evaluation got the highest rating as always observed, whereas, Learning resources and instructional materials,
and Learning space and environment were felt the same but of lower weighted mean. It is highly remarkable that
inadequate play area and equipment found to be the most serious concern in the implementation of the
Kindergarten program, and Information and Technology (ICT).

Keywords: Kindergarten Education, Implementation, Evaluation

INTRODUCTION

A strong and solid early foundation in the child's formative years is a key to success in education and
life. Theories of human development and researches had conquered and proven that the early childhood
years are the most crucial and important periods of development in the physical, mental, emotional, and
social aspects of life.
In recent decades, numerous studies have shown that early childhood education is key to
success in later school in life. According to Reynolds (2000), long-term effects include a reduction in
remediation and assignment to special education, an increase in high school graduation rates, higher
rates of employment, and lower instances of crime. Furthermore, children who participate in quality
early childhood education "perform better in school, and become productive members of the community
and society".
Friedrich Froebel, the founder of kindergarten education has an approach that involves the
principles, pedagogy, and environment. As cited by Hermann (1983) the principle takes a holistic view
of the individual child's progress and recognizes their uniqueness, capacity, and potential. Froebel also
includes that Kindergartens is derived from German which means 'garden for the children' also known

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Implementation of Omnibus Policy on kindergarten education

as Pre-School as he perceived, a child's growth to be like a plant growing and thriving where the right
conditions exist.
Pangan (2012) also explained that kindergarten is an educational program designed for young
children to prepare them for school. This part of early education for children acts as a transition from
home to the school environment. The first six years of a child's life are his most impressionable years
(0-6 years), It is the period in which the development and learning of children are at the highest rate.
The main goal of preschool education is to improve the physical, cognitive, social, emotional, psycho-
motor, language, and moral development of children. These areas of development include skills such
as self-care, imagination, creativity, analytical thinking, communication, expressing feelings and
thoughts in the most accurate way, sharing, responsibility, self-confidence, positive self-development,
independent and right decision making, gaining autonomy, sensitivity, scientific thinking. In addition,
this is the period when they learn very fast.
Reasons for kindergarten education range from the "promotion of all-round child development
to provision of a parking space" for preschool-age children. One of the provisions in the Universal
Declaration of Children's Rights states that:

. . .The child shall enjoy the protection and shall be given opportunities and facilities by law
and by other means to enable him to develop physically, mentally, and spiritually in a healthy
and normal manner, in a condition of freedom and dignity.

Solis (2012), in an article about Pre-Primary education, wrote that with every favorable
environment every year during the first four to six years of life, the development of intelligence has an
increase of about 2.5 IQ points, from eight to seventeen years it has only 0.4 points. She said that
children with pre-school education tended to retain the additional growth rate they received. Early
education and experience have a persistent impact on the child's emotional pattern, his language
facilities, his specialization, and his whole personality. She said children best through active
involvement in work and play activities. Habits of acceptable behavior, friendly relations, and social
skills should be observed during routinary activities. In recent decades, numerous studies have shown
that early childhood education is key to success in later school and life. According to Reynolds (2012),
long-term effects include a reduction in remediation and assignment to special education, an increase
in high school graduation rates, higher rates of employment, and lower instances of crime. Furthermore,
children who participate in quality early childhood education "perform better in school, and become
productive members of the community and the society" (UNICEF, Philippines).
Baligod (2012) study was about the performance of grade 1 pupils with or without pre-
elementary education. The study found out that pre-elementary education is an early training given to
children before they formally enter the first ladder of elementary education. Kindergarten education
brings out the child's self- confidence, learn more social skills, and become more comfortable with
them. This study pinpoints that parents of children with pre-elementary education have higher
educational attainment. Hence, it is concluded that those pupils with pre-elementary education achieve
better and have better social and intellectual skills than those without pre-elementary education.
Kindergarten is a wonderful experience for children when properly conducted. More so when the
emphasis is made on developing a child's physical strength and social skills because this helps them
develop self-confidence in going to school. Baligod's study found out that Pre-Elementary education is
an early training ground for children before they formally enter this ladder of Elementary Education.
This study also emphasizes the kind of program suited for children to enjoy their preschool study
through qualified teacher and administrators, standard facilities and equipment and appropriate methods
and technique in teaching
Piaget (cited in Wood 2013) believed that all children pass through a series of developmental
stages before they construct the ability to perceive reason and understand in mature rational terms.
Piaget claimed that the essential nature of human beings was their power to construct knowledge
through adaptation to the environment. Thus, through assimilation and accommodation, the child is in
a continual process of cognitive self-correction. Equilibration is fundamental to learning as a key
contribution to child development is his teaching that learning is a continual process of meaning-
making.

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Vol 10, Issue 2, 2020 (34-54) ISSN2232-1926/eISSN 2600-870X

Children's thinking is embedded in a context that has some meaning to them whereas much school
activity …is 'disembedded' cited by Bautista (2012). Activities such as 'filling in the blanks',
worksheets, and 'coloring in' are often removed from meaning and purpose for the child and therefore
make the process of learning more difficult. In contrast, first-hand learning experiences fuel children's
imagination and an unquenchable thirst for understanding. This type of learning occurs in everyday
contexts when children engage in activities that matter to them according to Rich and Drummond
(2014), In designing an involvement scale for assessing children’s learning and development. Laevers
(2010) identified signs of individual active engagement such as concentration, energy, complexity and
creativity, facial expression and composure, persistence, precision, reaction time, verbal expression,
and satisfaction. Children need to be involved in their learning and it has to be real and meaningful to
them.
The United Nations Educational, Scientific and Cultural Organization UNESCO (2006)
proposed that the kindergarten curriculum must focus on the following areas: 1.) Physical development:
it includes gross and fine motor coordination through play and manipulative activities like games,
simple works, etc.; 2.) Personal-social development: it involves skills and social behaviors and it
includes the development of healthy habits, independence, abilities to follow rules and routines.
Learning about the family and other people is part of the concerns in this area; 3.) Affective
development: it includes experiences that help children develop a love for God, self, others, and the
community, and develop an awareness of their feelings and sense of the right and wrong; 4.) Cognitive
development: it includes the development of communication skills and sensory-perceptual and
numeracy concepts and skills. Communication skills refer to competencies in expressing ideas and
feelings both in English and Filipino (oral expression and basic readiness skills of listening, pre-reading,
and writing). Sensory-perceptual and numeracy skills refer to the ability to observe, discriminate,
compare and classify, and to understand, count, read and write numbers; 5.) Creative-aesthetic
development: it includes exploration of sounds, music and rhythms, and the development of children's
creative expression through drawing, painting, manipulative activities, etc. The abovementioned
curriculum was duly adopted by the Department of Education in the Philippines with additional domains
of development in the existing K to 12 curriculum.
According to Estolas and Nunez (2014), an ideal site for an early childhood training center in
quiet and spacious providing children with an atmosphere of calmness and a place where they romp
around with the least danger of unforeseen accidents. It should be far from the commercial center's
factories, traffic noise, and ambling chess. It must be accessible to all. The one-story building is
preferred, fireproof with wide, convenient corridors and doors that open outwards. It must have enough
classrooms to accommodate its learners both for the morning and afternoon sessions.
Espedido (2016), added stressed that experiences on the basic principles movements like
jumping, hopping, leaping, rhythmical, skipping, stretching, and bending are provided to develop their
motor skills and music coordination. The outdoor play area must afford children a space wide enough
for them to run around and about, play freely, and explore safely. Shady trees and hedges can be both
protective and beneficial for the children and flower and vegetable gardens can provide interesting and
profitable experiences for them. Apparatus and equipment must be properly built, sturdy, and safe.
Outdoor and indoor learning environments should be motivating and inviting to all children so that they
are encouraged and helped to explore and to use all the possibilities offered for fun, adventure,
challenge, and creativity as cited in NCCA (2014, p.54). Smith et al. (2013) believed in the importance
of first-hand experiences and active learning. Convinced of the value of play she ensured there were
ample materials available to stimulate children's imaginations. This section provides a general overview
of supportive physical environments.
The physical environment, both indoors and outdoors, encourages positive growth and
development for children through opportunities to explore and learn as posited by Finch (2013). Safe,
clean, spacious, bright, welcoming, warm, and accessible environments for children and adults,
including those with additional needs, should afford opportunities to rest and play. Babies, toddlers, and
young children need fresh air and outdoor play space is essential if children are to have a balanced,
healthy day. Learning is constrained and may be damaged if young children are required to sit still
indoors, where adults do most of the talking and require children to follow their lead according to Bruce
(2014). The environment should offer children opportunities to actively explore, make decisions and
follow through with their ideas; engage in co-operative, symbolic, dramatic, or pretend play; move,

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dance, and increase control over their bodies cited by Hohmann and Weikart (2015). The socio-cultural
theory is concerned with children's learning in context. Children respond to the reality they see around
them and what they learn reflects that reality (Penn 2015). Environments can reflect the lives and
activities of the children/families in the service to establish positive identities. In addition, environments
can have resources to counteract stereotypical and discriminatory attitudes according to French (2013).
The same principles apply whether organizing indoor or outdoor areas. In fact, many of the activities
babies, toddlers, and young children enjoy indoors can be achieved outdoors and with greater freedom.
If in group care, careful consideration of the organizing of rooms for different age groups is necessary.
Babies and toddlers need a room or home base where they can relate for part of the day with a small
group of children and adults, where they can feel secure and build relationships. Older children need
more space cited by French (2013).
Montessori (cited in Smith et al. 2013), advocated that the learning environment should be
carefully planned to meet children’s needs by providing them with the optimum opportunities to work
independently, to make choices, decisions and solve problems, to engage in real experiences and to
experience success. The High/Scope Educational Research Foundation suggested space should be
inviting for children and organized into well-defined areas of interest to encourage distinctive types of
play. It is also noted that the interest areas are arranged to promote visibility and easy movement
between areas and are flexible to accommodate … children's changing interests. Steiner promoted a
variety of easily accessible, open-ended, natural, found, real-life, materials which can be used in creative
and purposeful ways and reflect children's family lives (Curtis and O'Hagan 2013). Materials are stored
so that children can find, use, and return materials they need. The most effective learning comes from
simple but versatile materials and environments which extend the child's imagination and can be
adapted by children to suit their learning needs and level of understanding. Dowling (2013) referred to
this as an informational environment that supports children's ability to make and learn from mistakes,
discover the best way of doing things, and learn how to make decisions. The power of the environment
is portrayed through Malaguzzi's (2016) words: “... we consider the (physical) environment to be an
essential constituent element of any theoretical or political research in education … we place enormous
value on the role of the environment as a motivating and animating force in creating spaces for relations,
options, and emotional and cognitive situations that produce a sense of well-being and security.”
In terms of monitoring and evaluation, Elkind (2014) one such evaluator of a quality pre-school
is the characteristics of the programs. The effectiveness of the program varies with the teacher's training.
Child – to – teacher ratio, availability of materials, and adequacy of the physical facilities. With all of
these, it is not possible to make any generalization about the benefits of early education programs. This
is a very important point that must be acknowledged or acted upon. Thus, a setting in which children
can fully exercise all the vicissitudes of their early childhood years is the very best preparation for a
successful transition to later stages of life. Brown (2016) discussed in her book the basic principles and
objectives of the education of children of pre-school age as well as activities relating to time, art, play,
health and safely provided for pre-school children. She said, to ensure quality education, the quality
school must base its programs according to its principles and philosophies.
Carini (2015) commented in her article "Building Curriculum for Young Children from an
Experimental Base," say that "if early childhood educators are going to devote themselves to bringing
ever more out of the child," and to gaining the Childs' first-hand involvement, then we have set ourselves
the tasks of understanding the child's interest and thus achieved strengthened the "inner correctness of
the experience.” Stinson (2014) stresses the increasing recognition that education for young children
includes not only the development of everyday living placement. There is a need to give rich play
activities to children to develop their creativity by providing them educational materials.
In the Philippine Educational System, regulations for Kindergarten education such as the
Republic Act no. 10157 of 2012 otherwise known as the Kindergarten Education Act and the “Enhanced
Basic Education Act of 2013” (Republic Act No. 10533), This act was created and implemented to
ensure a mandatory and compulsory Kindergarten Education that effectively promotes physical, social,
cognitive, and emotional skills stimulation and values formation offered to all five (5)-year old Filipino
children to sufficiently prepare them for Grade One.
Pursuant to this provision, the Department of Education or DepEd who offers a kindergarten
education program for pupils in the public and private sectors sets a guideline in the implementation of
the Basic Education Program. The said department issued a DepEd Order no.47, series of 2016 or

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 Asian Journal of Assessment in Teaching and Learning
Vol 10, Issue 2, 2020 (34-54) ISSN2232-1926/eISSN 2600-870X

otherwise known as Omnibus Policy on Kindergarten Education which sets the basic standards for an
efficient and effective Kindergarten Education Program for compliance and delivery for both public
and private schools nationwide and serves as a basis for accreditation and/or recognition of school
administrators and of those intending to put up early learning centers. Furthermore, the said DepEd
order provides a comprehensive kindergarten education policy covering the following different
components of implementing Kindergarten Education Programs as to; curriculum, an instruction such
as teaching methodologies and strategies, assessment, learning resources and instructional materials,
learning space environment, monitoring and evaluation for the standard delivery of kindergarten
services.
The primary researcher is an elementary teacher with a passion for early childhood education
through his direct observation and assistance due to a huge number of pupils of his fellow teachers
handling kindergarten education program. Hence, this motivated him to undertake this study
particularly the implementation of an omnibus policy for kindergarten education in cluster 2 public
elementary schools in the City Schools Division of Dasmariñas. The results of this study would serve
as a basis for proposed enhancement training for kindergarten teachers and administrators particularly
on the implementation of the omnibus policy itself which aims to strengthen and improve the delivery
of quality kindergarten education.

METHODOLOGY

This study utilized a descriptive – normative survey method of investigation to secure adequate and
reliable data. The researchers used this design to gather necessary data, assess and determine the
implementation of omnibus policy on kindergarten education in cluster 2, public elementary schools
under the City Schools Division of Dasmariñas. The respondents in this study are the Kindergarten
teachers which were specifically confined at Cluster 2 which has four (4) schools as follows; Humayao
Elementary School, Langkaan Elementary School, Sabang Elementary School, and Ramona S. Tirona
Memorial School. The said schools are under the jurisdiction of the City Schools Division of
Dasmariñas, which is strategically located at Dasca, Compound, Burol II, City of Dasmariñas, Cavite,
Region IV-A Calabarzon.
In securing a permit to conduct the study, the permit to conduct the study was requested and
filed to the office of the Schools Division Superintendent of the City School Division Office of
Dasmariñas. Before the actual data gathering, the researchers have conducted a pilot study to earning
unit students in Early Childhood Education enrolled at Northeastern College, Santiago City during the
second semester of the school year 2018-2019. They were chosen purposively from the total number of
the population but were not included in the actual data gathering. The data that was gathered from the
pilot study were submitted to the statistician for the test of its reliability coefficient. The internal
consistency coefficient using Cronbach alpha must be greater than 0.05 level of significance to be
reliable and accepted. When the questionnaire is determined to be reliable, the researchers proceeded
with the actual data gathering. In administering the questionnaire, the researchers personally distributed
the questionnaire to the selected identified respondents to ensure a hundred percent retrieval and to
attend possible queries that may arise. The researchers used purposive sampling in selecting the possible
respondents. After the retrieval, the data were tallied, tabulated, and computed to facilitate the analysis
and interpretation.
In the preparation of the questionnaire, the researchers considered the validity, briefness,
interest, and appeal of the questions that will be asked; the depth of the responses, and convenience on
the part of the respondents. To ensure a higher percentage of returns, the data gathering instrument was
prepared in such a way that the items could be answered by a checkmark. The questionnaire checklist
was based on DepEd Order no. 47, series of 2016. It contains the following: Part I – Respondents'
profile to some selected variables as stated in the statement of the problem, Part II is the level of
implementation of omnibus policy on kindergarten education program as perceived by the respondents.
The omnibus policy to be assessed is instruction, assessment, learning resources and materials, learning
space and environment, monitoring and evaluation for the standard delivery of kindergarten services,
and problems encountered in the implementation of the program. Specific items in the questionnaire
under instruction and monitoring and evaluation were formulated based on the Omnibus Policy on

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Kindergarten Education, and with the guidance and recommendations of a Kindergarten Specialist and
Kindergarten School Administrator.
The statistical tools which are used in the analysis of data are as follows; Frequency percentage in order
to determine the profile of the respondents, weighted mean was utilized in treating the primary variables
of the study on the implementation on the omnibus policy of kindergarten education, and problems
encountered by the respondents; Chi-square test was used to determine the significant relationship
between implementation on omnibus policy kindergarten education to the profile of the respondents,
and Analysis of variance (ANOVA) was used to test the significant difference between implementation
on omnibus policy kindergarten education to the profile of the respondents.
For the purpose of data analysis and qualitative interpretation, Likert-typed scale was used with
corresponding values in Table 1, Table 2 and Table 3.

Table 1. Criteria to identify the mean of instruction, assessment, monitoring and evaluation.

Scale Qualitative Description Range

5 Always Observed 4.20 - 5.00
4 Often Observed 3.40 – 4.19
3 Sometimes Observed 2.60 – 3.39
2 Seldom Observed 1.80 – 2.59
1 Never Observed 1.00 - 1.79

Table 2. Likert scale to determine the learning resources, instructional materials, learning space and
environment

Scale Qualitative Description Range

5 Highly Adequate 4.20 - 5.00
4 Very Adequate 3.40 – 4.19
3 Adequate 2.60 – 3.39
2 Fairly Adequate 1.80 – 2.59
1 Inadequate 1.00 - 1.79

Table 3. Likert scale to determine the problems encountered

Scale Qualitative Description Range

5 Very great extent 4.20 - 5.00
4 Great extent 3.40 – 4.19
3 Moderate extent 2.60 – 3.39
2 Little extent 1.80 – 2.59
1 Very little extent 1.00 - 1.79

RESULTS AND DISCUSSION

Profile of the Respondents

It is evident in Table 4 that nearly half of the total respondents (11 or 64.71 percent) are below 29 years
old. Whereas, 3 or 17.65 percent are within the age of 35 – 39 years old and only 1 or 5.88 percent is
between 45 – 49 years old, 40 -44 years old, and 30 -34 years of age. This implies that the majority of
the teacher respondents are beginning in their endeavor as Early Childhood Education teachers.

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Vol 10, Issue 2, 2020 (34-54) ISSN2232-1926/eISSN 2600-870X

Table 4. Respondents Profile as to Age

Age Frequency Percentage

45 -49 1 5.88
40 – 44 1 5.88
35 -39 3 17.65
30 -34 1 5.88
29 – below 11 64.71
Total 17 100

Table 5. Respondents Profile as to Sex

Sex Frequency Percentage

Male 0 0
Female 17 100.00
Total 17 100

As shown in Table 5, all of the respondents are female. This may imply that the teaching profession is
mostly dominated by females specifically in handing early childhood learners. This further implies that
women are inherently nurturer with a passion for teaching and care for the young.

Table 6. Respondents Profile as to Civil Status

Civil Status Frequency Percentage

Single 9 52.94
Married 7 41.18
Separated 1 5.88
Total 17 100

Table 6 reveals that the majority of the respondents are single with a frequency of 9 or 52.94 percent; 7
or 41.18 are married and 1 or 5.88 are separated. This data supports Table 4 which shows that majority
are in the early '20s of their age.

Table 7. Respondents Profile as to Educational Attainment and Specialization

Educational Attainment Frequency Percentage

Post Graduate Studies 3 17.65
Graduate Studies 6 35.29
Bachelor’s Degree 8 47.06
Total 17 100
Specialization: 17 100
BEED major in ECE

It is evident from Table 7 that 8 or 47.06 percent of the respondents are bachelor's degree holders; 6 or
35.29 percent have obtained their graduate studies and 3 or 17.65 percent have conferred with their
post-graduate studies. Furthermore, based on the survey, the researcher counter checked through an
unstructured interview that all of the respondents are graduate of Bachelor of Elementary Education
major in Early Childhood Education, most of their graduate studies are also vertical to their
undergraduate course. However when it comes to their post-graduate studies most of them are Doctor
of Philosophy in Education, major in Educational Management.

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Implementation of Omnibus Policy on kindergarten education

In addition, the researcher also validated the above data through informal interviews revealed that a
geographical distance of a graduate school who offers vertical specialization such as Master of Arts in
Early Childhood Education or any other related courses, some reasons noted are maybe related to
financial and time constrain.
This further implies that the majority of the ECE teachers handling kindergarten class have
obtained their master's degree which academically qualifies them to teach and handle the said
curriculum program, and complied with the requirements stated and mandated in the DepEd Order 12,
s. 2012 and Section 7.1.2. of the Deped Order number 7, series of 2015 which states the additional
requirements for kindergarten teachers and reinforced by DepEd Order No. 9, series of 2016 by the
former Department of Education Secretary, Br. Armin A Luistro, FSC.

Table 8. Respondents Profile as to Position

Position Frequency Percentage

Teacher I 15 88.24
Teacher II 2 11.76
Total 17 100

Data shows that almost all of the teacher respondents are Teacher I with a frequency of 15 or 88.24
percent and 2 or 11.76 are Teacher II. It is perceived that higher positions in teaching are based on the
available plantilla offered by the Schools City Division of Dasmariñas. Further, Items for Kindergarten
teacher in the public school was offered only in 2012 when K to 12 Curriculum was implemented.

Table 9. Respondents Profile as to Nature of Appointment

Nature of Appointment Frequency Percentage

Regular 17 100
Total 17 100

As seen in Table 9, it is clear to note that all of the respondents have regular employment status in the
government.

Table 10. Respondents Profile as to Years of Teaching in Early Childhood Education

Years of Teaching in ECE Frequency Percentage

16 – above 1 5.88
11 – 15 years 3 17.65
6 – 10 years 1 5.88
1 – 5 years 11 64.71
Below 1 year 1 5.88
Total 17 100

Data reveals that majority of the teacher had have 1 – 5 years of teaching early childhood education
with a frequency of 11 or 64.71 percent; 3 or 17.65 have 11 – 15 years in teaching and 1 or 5.88 percent
had have16 years and above, 6 -10 years and below 1 year in teaching. This implies that the majority
of the teachers handling ECE have permanent employment status. Furthermore, the respondents
complied with the specific criteria specifically indicated in Section 5.3.2 of DepEd Order 12, s. 2012.

Table 11. Respondents Profile as to Eligibility

Eligibility Frequency Percentage

LET 17 100
Total 17 100

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It could be gleaned from the above data that all of the respondents have passed the Licensure
Examination for Teachers qualified them to become a civil service eligible which is a requirement in
the hiring of teachers in the public school or Department of Education. This further implies that the
teachers complied in section 5.3.3 of the DepEd Order 12, series, 2012.

Table 12. Respondents Profile as to Trainings Attended

Level Frequency of Mention Rank

National 5 3
Regional 10 2
Division 27 1
School 0
Total 42

The table shows that the majority of the respondents (frequency of 25) have attended division-level
training, 10 are regional and 5 attended a national level. This implies that most of their training is
division level due to insufficient funds as validated through an informal interview by the writer. It was
noted that school-based seminars and training were never conducted since only a few participants or
never the less only one (1) or two (2) teachers per elementary school handling the Kindergarten
program.

Implementation on Omnibus Policy on Kindergarten Education

The data in
Table 13(a) shows that particulars under teaching methodologies and strategies were all posted “Always
Observed” by the respondents. It is significant that all items under Medium of Instruction, Thematic
Approach, Developmentally Appropriate Practices.

Table 13(a). Instruction: Teaching Methodologies and Strategies

Instruction: Teaching Methodologies and Strategies Mean Description

1. Medium of Instruction
1.1. Mother Tongue as a primary mode of teaching and learning Always
4.82
Observed
1.2. Follows a class program knows as the Blocks of time Always
4.53
Observed
1.3.Provide balance program of daily activities such as quiet and active, Always
4.47
structured, and unstructured. Observed
2. Thematic Approach
2.1. Learning activities are organized into thematic units or teaching themes. Always
4.35
Observed
2.2. Thematic units integrate concepts and skills from the seven
Always
developmental domains-Myself, My School, My Community, and other 4.65
Observed
Others Around Me.
2.3. Teachers plan for one topic per week or month depending on the Always
4.53
broadness of the theme. Observed
2.4. Music, creative arts, dramatics, and creative movements are used to Always
4.65
enrich the core lesson for the day. Observed
3. Developmentally Appropriate Practices
3.1. Provide learning activities for the holistic development of each child. Always
4.35
Observed
3.2. Observe individual differences of each child in terms of personality, Always
4.47
needs, and interests. Observed
3.3. Respect the religious, and socio-cultural background of each child. Always
4.35
Observed

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Implementation of Omnibus Policy on kindergarten education

3.4. Teach each child based on his/her mental abilities and capabilities, age Always
4.41
level, and readiness. Observed
Average Always
4.51
Observed

Table 13(b). Instruction: Teaching Methodologies and Strategies

Instruction: Teaching Methodologies and Strategies Mean Description

4. Constructivist Approach
4.1. Discovery Learning
4.1.1. Free guided play in the different learning areas or corners
a. Language Arts corner (listening, oral, reading, writing, viewing Always
4.24
activities) Observed
b. Sensory-Perceptual and Numeracy corner Always
4.29
Observed
c. Motor and Creative Development Corner Always
4.35
Observed
d. Dramatic Play/ Housekeeping Area Often
4.12
Observed
4.1.2. Simple experiments Often
3.94
Observed
4.2. Inquiry-based Approach
4.2.1. Observation in the natural environment related to the lesson Always
4.35
Observed
4.2.2. Educational Field trips with parents/guardians Often
3.71
Observed
4.3. Cooperative Approach
4.3.1. Cooperative learning activities are used from time to time. Always
4.65
Observed
4.3.2. Big group and small group learning activities are done daily. Always
4.47
Observed
4.3.3.
Socialization activities among the pupils are present in the entire Always
4.59
duration of the daily class program. Observed
4.4. Individualized Instruction
4.4.1. One-on-one teaching in reading, writing, and math (3Rs) at least
Often
once or twice a week to meet the individual mental abilities and 4.18
Observed
basic academic needs of each child.
4.5. Differentiated Learning
4.5.1. Uses differentiated learning activities based on the multiple Always
4.41
intelligences of pupils. Observed
4.5.2. Observes the different learning styles of pupils Always
4.35
Observed
4.6. Technology-based Learning
a. Uses modern technology such as ICT in teaching Often
4.18
Observed
4.7. Reflective and Play-based Activities
4.7.1. Unstructured or free play activities
a. Indoor play in the different learning corners Always
4.35
Observed
b. Outdoor play for physical development Often
4.00
Observed
4.7.2. Teacher-directed Play Activities
a. Games related to the lesson Always
4.35
Observed
b. Play-based teaching strategies related to the lesson Always
4.41
Observed

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Average Mean Always

4.27
Observed

Table 13(b) shows that particulars under teaching methodologies and strategies were mostly posted
“Always Observed” and some were felt "Often Observed" by the respondents. It is significant that all
items under Cooperative Approach and Differentiated Learning were posted "Always Observed" of
varied means. On the contrary, teachers posted "Often Observed" on Dramatic Play/ Housekeeping
Area, Simple experiments, Individualized instruction in 3Rs, Uses of modern technology, and Outdoor
Play for Physical Development. It is note taking that Educational trips, Simple experiments, and
Outdoor play equipment were the least felt often observed as expected from public schools due to
financial constraints.
The data implies that there is a need to improve the least observed items on Discovery learning,
Inquiry-based approach, Individualized instruction, Technology-based Learning, and Play-Based
activities to make learning more effective and efficient to young learners.
The result affirms the idea of Ravalo (2015) who emphasized on the importance of contents
and methodologies in teaching different subject areas, the primordial goals of which is quality
education. According to him, a teacher should be fully aware that he can teach effectively and efficiently
if he possesses the necessary knowledge of subject-matter, the methodology and most of all know
learners when he is working with. The extent of his knowledge about them will help him in determining
their potential, need and interest and how they can be enhance directed up to the optimum. His
knowledge about his pupils or students will help serve as the foundation of his teaching – thus creating
a good school.

Table 14. Perceived Implementation of Assessment by the Respondents

Assessment Mean Description

1. Formative Assessment
1.1. Observation: Observing children during whole-group activities,
Always
individualized instruction, free guided play, and the entire duration of the 4.53
Observed
session each day.
1.2. Collection of individual pupil’s work Always
4.82
Observed
1.3. Anecdotal record per child Always
4.12
Observed
1.4. A daily log of progress record of each child Often
4.00
Observed
2. Summative Assessment
2.1. Oral test Always
4.29
Observed
2.2. Written test Always
4.29
Observed
2.3. Portfolio Always
4.41
Observed
3. Evaluation Form
3.1. Individual Checklist of Progress Report Always
4.76
Observed
3.2. Progress Report Card Always
4.59
Observed
4. Individual Parent-Teacher Conference every quarter Always
4.35
Observed
Average Mean Always
4.42
Observed

The overall mean of respondent's perception in terms of assessment is 4.42 or always observed. The
findings in formative assessment indicate that teachers always observed their children during whole-
group activities, Individualized instruction, Free guided play, and the entire duration of the session each

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Implementation of Omnibus Policy on kindergarten education

day and Collection of individual pupil's work. Furthermore, in summative assessments such as oral
tests; written tests and portfolios, evaluation forms such as an individual checklist of progress report
and progress report card are also used by teachers and always observed. Similarly, Individual Parent-
Teacher Conference every quarter is also noted as always observed. However, Anecdotal record and
Daily log of pupil's progress were posted with the least means of 4.12 and 4.00 described as "Often
Observed".
The data imply that assessment is always and well observed by the respondents but there is a
need to enhance the use of anecdotal records and daily progress report log of each child because these
are the primary bases of the teacher in the Kindergarten Progress Report Checklist.

Table 15(a). Learning Resources and Instructional Materials

Learning Resources and Instructional Materials Mean Description

1. Presence of manipulative toys
a. Table blocks 3.88 Very Adequate
b. Lacing beads 3.35 Adequate
c. Tangrams 3.24 Adequate
d. Counting frame 3.12 Adequate
e. Picture dominoes 3.53 Very Adequate
f. Jigsaw puzzles 3.65 Very Adequate
g. Counters 3.47 Very Adequate
2. Activity cards/board games
a. Cover all and call out games 3.53 Very Adequate
b. Uppercase letters 4.00 Very Adequate
c. Lowercase letters 4.00 Very Adequate
d. Colors 4.00 Very Adequate
e. Numbers 4.06 Very Adequate
f. Shapes 3.71 Very Adequate
g. Connecting games 3.82 Very Adequate
h. Picking up games 3.71 Very Adequate
Average 3.67 Very Adequate

Data shows that very adequate is noted in the presence of manipulative toys such as table blocks; picture
dominoes; jigsaw puzzles and counters, activity cards/board games such as cover all and call out games;
uppercase letters; lowercase letters; colors; numbers; shapes; connecting games; and picking up games.
However, adequate is noted in the presence of manipulative toys such as; lacing beads; tangrams, and
counting frames.

Table 15(b). Learning Resources and Instructional Materials

3. Learner’s Material (Readiness Activity Sheets) and Teacher-Made

Mean Description
activity sheets
3.1. Books
a. Read-aloud books or big books 3.71 Very Adequate
b. Small books 3.65 Very Adequate
c. Picture storybooks 3.76 Very Adequate
d. Wordless picture books 3.35 Adequate
e. Concept books 2.82 Adequate
f. Board books 2.88 Adequate
3.2. Open-ended sensory materials
a. Sand and water 2.47 Adequate
b. Clay or home-made play dough 3.06 Adequate

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3.3. Multimedia and computer-aided materials

a. Songs Highly
4.29
Adequate
b. Rhymes Highly
4.35
Adequate
c. Movies in CD/DVD Highly
4.35
Adequate
d. Interactive educational games 4.06 Very Adequate
4. Indigenous instructional materials or locally produced or parent-made
4.18 Very Adequate
toys and play equipment
Average Mean Very
3.61
Adequate

The results of the descriptive study showed that there is a highly adequate presence of the items that are
more than enough needed in school such as songs; rhymes and movies in CD/DVD. However, very
adequate is noted in the learner's material (Readiness Activity Sheets) and Teacher-made activity sheets,
books, such as read-aloud books or big books; small books; and picture storybooks and interactive
educational games and Indigenous instructional materials or locally produced or parent-made toys and
play equipment. Whereas, there is adequate or but just enough of the requirements needed in the school
are noted such as books, wordless picture books, concept books, board books, open-ended sensory
materials such as sand and water, and clay home-made playdough. The data revealed that wordless
picture books, concepts books, and board books need to be provided. Much more so with sand and water
play, and clay dough for sensory-motor development of young learners.

Table 16(a). Learning Space and Environment

Learning Space and Environment Mean Description

1. Classroom Size
a. The standard classroom size is 7m x 9 m 3.53 Very Adequate
b. The school’s has allocated a classroom exclusively for Kindergarten
3.53 Very Adequate
with 1:1 teacher-classroom ratio
c. Kindergarten classroom is located on the ground floor and must be
3.71 Very Adequate
next to the nearest and/or exit access points
2. Furniture and Equipment
a. 5 tables and 30 chairs 3.76 Very Adequate
b. 1 set of Teacher’s table and chair 3.82 Very Adequate
c. 1 Teacher’s cabinet 4.12 Very Adequate
d. 1 open shelf for the manipulative toys 4.29 Highly Adequate
e. 1 open shelf for storybooks 3.76 Very Adequate
f. open shelf for the Learner’s Materials 3.59 Very Adequate
g. 1 unit Kindergarten cubby for the learner’s personal belongings 3.53 Very Adequate
h. 1 unit ceiling fan 4.06 Very Adequate
i. 2 units wall fan 4.24 Highly Adequate
2.1. The mounting of a clean multifunction blackboard or whiteboard is
4.18 Very Adequate
at the eye level and reach of the children
2.2. Water, sanitation, and hygiene facilities
a. Toilet 4.35 Highly Adequate
b. Bathroom 4.18 Very Adequate
c. Handwashing facilities must be suitable for the height of
3.82 Very Adequate
Kindergarten children
2.3. Proper and adequate lighting (natural and electric lighting), and
ventilation for a 7m x 9 m classroom, should have at least two 40-
4.18 Very Adequate
watt fluorescent lamps, and one wide window (2010 Educational
Facilities Manual)

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Implementation of Omnibus Policy on kindergarten education

2.4. Emergency equipment and tools should be present inside the

classroom
a. Fire extinguisher 2.88 Adequate
b. Flashlight 3.12 Adequate
c. Whistle 3.29 Adequate
d. Medical Kit 4.06 Very Adequate
Average 3.81 Very Adequate

The table shows that in terms of learning space and environment teacher respondents perceived that
there are highly adequate or more than enough of the requirements needed in the school such as furniture
and equipment like1 open shelf for the manipulative toys and 2 units wall fan, water, sanitation, and
hygiene facilities such as the toilet.
Teachers' perceived that their school has very adequate classroom size or complied with the
standards (7m x 9 m); their school has allotted a classroom exclusively for Kindergarten with 1:1
teacher-classroom ratio and their classroom is located on the ground floor next to the nearest and/or exit
access points. Furniture and equipment such as 5 tables and 30 chairs; 1 set of Teacher's table and chair;
1 Teacher's cabinet; 1 open shelf for the manipulative toys; 1 open shelf for storybooks; 1 open shelf
for the Learner's Materials; 1 unit Kindergarten cubby for the learner's personal belongings; and 1 unit
ceiling fan are also very adequate. The mounting of a clean multifunction blackboard or whiteboard are
at the eye level and reach of the children, water, sanitation, hygiene facilities such bathroom; and
washing facilities are suitable to the height of Kindergarten children; proper and adequate lighting
(natural and electric lighting), and ventilation for a 7m x 9 m classroom, they have at least two 40-watt
fluorescent lamps, and one wide window, and medical kit. Emergency equipment and tools are also
present inside the classroom such as fire extinguisher, flashlight, and whistle are also noted as adequate.

Table 16(b). Learning Space and Environment

Learning Space and Environment Mean Description

3. Activity Corners (2010 Educational Facilities Manual)
3.1. Personal Care and Grooming
a. Mirror 3.00 Adequate
b. Comb 3.76 Adequate
c. Towel 4.29 Highly Adequate
d. Toothbrush 3.00 Adequate
e. Soap 3.35 Adequate
f. Toiletries 3.24 Adequate
g. Nail cutter 3.29 Adequate
h. Tissue paper 4.29 Highly Adequate
3.2. Language Arts Corner
a. Picture storybooks 3.65 Very Adequate
b. Picture concept books 4.18 Very Adequate
c. Wordless books 3.65 Very Adequate
d. Science/nature books 4.41 Highly Adequate
e. Filipiniana 3.35 Very Adequate
f. Student-or-teacher-made books 3.94 Very Adequate
3.3. Sensory-Perceptual and Numeracy Skills Corner
a. Magnifying glass 3.82 Very Adequate
b. Counters 3.94 Very Adequate
c. Beads 4.12 Very Adequate
d. Numbers cards 4.35 Highly Adequate
e. Nature tables 4.24 Highly Adequate
3.4. Motor and Creative Development Corner

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Vol 10, Issue 2, 2020 (34-54) ISSN2232-1926/eISSN 2600-870X

a. Tambourine 2.53 Fairly Adequate

b. Castanets 2.71 Adequate
c. Xylophone 3.76 Very Adequate
d. Woodblock 3.24 Adequate
3.5. Work Area/ Activity Area
a. Tables 4.59 Highly Adequate
b. Chairs 4.53 Highly Adequate
c. Art and school supplies 4.35 Highly Adequate
3.6. Dramatic Play/ Free Play Area
a. Household play items 3.18 Adequate
b. Costumes or dress me up items 3.65 Very Adequate
4. Play Area with a minimum lot area of 360 square meters.
a. Balance beam 1.53 Inadequate
b. Swing 1.59 Inadequate
c. Seesaw 1.88 Inadequate
d. Monkey bars 1.76 Inadequate
e. Sand and water play equipment 1.59 Inadequate
f. Simple obstacles 1.71 Inadequate
g. Slides 1.59 Inadequate
Mean 3.54 Very Adequate

Language arts corner such as Picture storybooks, picture concept books, wordless books, Filipiniana,
and student or teacher-made books; sensory-perceptual and numeracy skills corner such as magnifying
glass, counters, and beads. Motor and creative development corner like a xylophone; Work is/activity
area (costumes or dress me up items) are noted as adequate which means that there are items but just
enough in the requirements school needed. Personal care and grooming such as mirror, soap, toiletries,
and nail cutter; Motor and creative development corner such as castanets and; Dramatic play/free play
area such as household play items are also noted as adequate. Fairly adequate is the motor and creative
development such as tambourine.
It is significantly noted that there is an inadequate play area with a minimum lot area of 360
square meters such as balance beam; swing; seesaw; monkey bars; sand and water play equipment;
simple obstacles and slides. One of the basic requirements in offering a Kindergarten Education
program is the presence of sufficient space for outdoor play and equipment essential for the physical,
mental, social, and emotional development of young children (DepEd Order No. 47, s.2016). Hence,
the data imply that the school administrators may find ways to meet the needed outdoor play equipment
for the kindergartners.
Further, the data may imply that having an adequate learning space and environment may be
related to the prioritization or utilization of funds and school-based management practiced by their
respective school heads.
The result affirms by Bautista (2012) in his article "Quality Pre-elementary Education:
Problems and Concerns". He further stated some factors that enhance teaching and learning which are
the oversized class in which the quality education in the school can be better ensured with reduced class
size and the size of the classroom that there must be enough chairs and tables should be provided.

Table 17. Monitoring and Evaluation for the Standard of Delivery

Monitoring and Evaluation Mean Description

1. The teacher-student ratio is prescribed to be at 1:25 teacher-pupil ratio
3.88 Often Observed
and classroom pupil ratio.
2. My School Head is fully equipped to supervise the Kindergarten
program.

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Implementation of Omnibus Policy on kindergarten education

2.1. Observed that the Quality Assurance and the School

Governance and Operations Divisions at the Region and
Schools Division Levels respectively
a. Conduct monitoring 3.82 Often Observed
b. Provide technical assistance 4.06 Often Observed
c. Gather best practices and feedback 4.29 Always Observed
2.2. Monitoring ranges from daily monitoring of
a. Teacher attendance 4.53 Always Observed
b. Punctuality 4.53 Always Observed
c. Classroom preparation 4.35 Always Observed
d. Curriculum implementation 4.82 Always Observed
e. Child-teacher interactions Always Observed
Average Mean 4.28 Always Observed

The table shows that in terms of monitoring and evaluation for the standard of delivery of Kindergarten
services the teachers always observed that their Quality Assurance and the School Governance and
Operations Divisions at the Region and Schools Division levels respectively gathers best practices and
feedback. In addition, daily monitoring such as teacher's attendance, punctuality, classroom preparation,
curriculum implementation, and child-teacher interactions are noted as always observed.
Whereas, often observed is noted in a teacher-student ratio which is ideally prescribed to be as
1:25 teacher-pupil ratio and classroom pupil ratio, monitoring and providing technical assistance which
is conducted respectively by the Quality Assurance and the School Governance and Operations
Divisions at the Region and Schools Division levels.

Table 18. Encountered Problems/Constraints

Problems Encountered Mean Description

1. Large class ( more than 20 pupils per class) 3.76 Great Extent
2. Inadequate facilities 3.35 Great Extent
3. Inadequate playground space and equipment 3.53 Great Extent
4. Inadequate instructional materials 3.24 Moderate Extent
5. Inadequate classroom space 3.47 Great Extent
6. Lack of funds 3.24 Moderate Extent
7. Limited qualified teachers to teach 2.53 Moderate Extent
8. Problems met with the parents 2.76 Moderate Extent
9. Problems met with the children 2.59 Moderate Extent
10. Problems met with the administrators 2.41 Moderate Extent
Average Mean 3.09 Moderate Extent

Table 18 reveals that teachers respondents in terms of problems encountered are a great extent such as
large class (more than 20 pupils per class); inadequate facilities; inadequate playground space and
equipment; and inadequate classroom space. Moderately extent such as inadequate instructional
materials; lack of funds; limited qualified teachers to teach; problems met with the parents; problems
met with the children; and problems met with the administrators.
The interventions made to get Across the Problems, upon informal interviews conducted by the
researcher, in solution to the overcrowded class, most schools do shifting of classes or six (6) hours per
day of sessions just to comply with the ideal class ratio. In terms of insufficient instructional materials,
most of the teachers used their expenses from their pockets just to provide the needs of their learners.
Regular Parent-Teacher Association meeting is conducted to address classroom needs and
developmental growth of their pupils. Parents and stockholders helped the school in providing needs to
its great extent.

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Test of Significant Relationship

The table shows the significant relationships between the respondent's perceptions of the
implementation of Omnibus policy on kindergarten education program when grouped according to their
profile using Pearson's Chi-square C – test at 0.05 level of significance.
As revealed in the table, the significance C - values for profile age, civil status, educational
attainment, position, years of teaching early childhood education, and training attended in ECE, were
greater than 0.05. The null hypothesis is accepted. There is no significant relationship between the
respondent's perceptions of the implementation of Omnibus policy on kindergarten education program
when grouped according to their profile age, civil status, educational attainment, position, years of
teaching early childhood education, and training attended in ECE.

Table 19. Significant Relationships between the Respondent's Perceptions of the Implementation of Omnibus
Policy on Kindergarten Education Program and Their Profile

Significance Pearson’s
Profile Analysis Decision Remarks
Chi-square C
Accept
Age .171 C > .05 Not Significant
Ho
No Statistics are Sex is Constant (All
Sex
computed are Female)
Accept
Civil Status .873 C > .05 Not Significant
Ho
Accept
Educational Attainment .208 C > .05 Not Significant
Ho
Accept
Position .984 C > .05 Not Significant
Ho
Nature of Appointment
No Statistics are
Nature of Appointment is Constant
computed
(All are Regular)
Years of Teaching Early Accept
.171 C > .05 Not Significant
Childhood Education Ho
No Statistics are Eligibility is Constant
Eligibility
computed (All are LET Passers)
Training Attended in Early Accept
,873 C > .05 Not Significant
Childhood Education Ho
*Significance at 0.05

This indicates that age, civil status, educational attainment, position, years of teaching early childhood
education, and training attended in ECE are the profile of the respondents that were considered do not
influence their perceptions on the implementation of Omnibus policy on kindergarten education
program. For the rest of the profile, statistics could not be established because they are constant.

Test of Significant Difference

The table shows the significant difference between the respondent's perceptions of the implementation
of Omnibus policy on kindergarten education program when grouped according to their profile using
Analysis of Variance (ANOVA) F – test at 0.05 level of significance.

Table 20. Significant Difference between the Respondent’s Perceptions on the Implementation on Omnibus
Policy on Kindergarten Education Program when grouped according to Their Profile

Significance
Profile Analysis Decision Remarks
F
Accept
Age .225 F > .05 Not Significant
Ho

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Implementation of Omnibus Policy on kindergarten education

Sex is Constant (All are

Sex No Statistics are computed
Female)
Accept
Civil Status .976 F > .05 Not Significant
Ho
Reject
Educational Attainment .030 F < .05 Significant
Ho
Accept
Position 0.75 F > .05 Not Significant
Ho
Nature of Appointment
Nature of Appointment No Statistics are computed is Constant
(All are Regular)
Years of Teaching Early Accept
.266 F > .05 Not Significant
Childhood Education Ho
Eligibility is Constant
Eligibility No Statistics are computed
(All are LET Passers)
Training Attended in
Accept
Early Childhood .976 F > .05 Not Significant
Ho
Education
*0.05 level of significance

As revealed in the table, the significance F - values for profile age, civil status, position, years of
teaching early childhood education, and training attended in ECE, were greater than 0.05. The null
hypothesis is accepted. There is no significant difference between the respondent's perceptions of the
implementation of Omnibus policy on kindergarten education program when grouped according to their
profile age, civil status, position, years of teaching early childhood education, and training attended in
ECE.
This indicates that age, civil status, position, years of teaching early childhood education, and
training attended in ECE are the profile of the respondents that were considered not to affect their
perceptions on the implementation of Omnibus policy on kindergarten education program.
For the respondent's educational attainment, the significance c- value was less than 0.05. The
null hypothesis is rejected. There is a significant difference between the respondent's perceptions of the
implementation of Omnibus policy on kindergarten education program when grouped according to their
profile educational attainment. Hence, the educational attainment of the respondents affects their
perceptions of the implementation of Omnibus policy on kindergarten education program particularly
those who are on the post-graduate studies with the highest mean perceptions followed by those who
are Bachelor's degree holders. For the rest of the profile, statistics could not be established because they
are constant.

CONCLUSION AND RECOMMENDATION

Based on the findings, in terms of implementation on the areas of the Omnibus Policy of Kindergarten
Education, Assessment, Instruction, and Monitoring and Evaluation got the highest rating as always
observed, whereas, Learning resources and instructional materials, and Learning space and
environment were felt the same but of lower weighted mean. Hence, it is highly remarkable that
inadequate play area and equipment found to be the most serious concern in the implementation of the
Kindergarten program, and Information and Technology (ICT).
Constructivism approaches in the teaching-learning process found to be the least observed on
Instruction specifically on Individualized instruction in 3Rs, simple experimentation for better concept
formation among young learners, and educational field trips for hands-on learning. Assessment of
learners has the highest weighted mean as always observed by the respondents, but there is a need to
enhance the use anecdotal record and daily progress report log of each child as these are the primary
bases of the teacher in the Kindergarten Progress Report Checklist every quarter. Large class,
inadequate learning facilities, inadequate playground and space and equipment, and inadequate
classroom space found as problems to a great extent by the teacher respondents.

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Vol 10, Issue 2, 2020 (34-54) ISSN2232-1926/eISSN 2600-870X

This study also concluded that teachers often observed their instructions such as Dramatic Play/
Housekeeping Area, Simple experiments, Individualized instruction in 3Rs, Uses of modern
technology, and Outdoor Play for Physical Development. Furthermore, Educational trips, Simple
experiments, and Outdoor play equipment were the least felt often observed as expected from public
schools due to financial constraints. In addition, an Anecdotal record and Daily log of pupil’s progress
were posted with the least means. It is also note-taking that there are insufficient learners materials such
as wordless picture books, concepts books, and board books that need to be provided. Much more so
with sand and water play, and clay dough for sensory-motor development of young learners. No
significant relationships found between the respondents’ profile and implementation of the Omnibus
Policy of Kindergarten, whereas, educational attainment of respondents has a significant difference in
the implementation of the said policy. Educational attainment of the respondents affects their
perceptions on the implementation of Omnibus policy on kindergarten education program particularly
those who are on the post-graduate studies with the highest mean perceptions followed by those who
are Bachelor's degree holders. Therefore, those teachers who attained the highest educational attainment
have a clearer and better understanding of the implementing rules set by the omnibus policy.
In light of the findings and conclusions, the researchers propose the following
recommendations for implementation: (1) National and international training may be attended regularly
throughout the school year to ensure constant upgrading of ECE teacher skills and knowledge. Thus,
making ECE teachers more competent in their field of endeavor; (2) School heads shall organize and
monitor Learning Action Cells for all K to 3 teachers as a venue for continuous and cost-effective in-
service training and teacher development. Trained Kindergarten teachers are encouraged to initiate and
facilitate these collaborative learning sessions with other Kindergarten teachers; (3) Kindergarten
teachers are encouraged to pursue continuous professional development by attending teacher-training
programs, seminars, and/or conferences on areas such as but not limited to: developmentally appropriate
practices, early intervention, child growth and development, early language, literacy, and numeracy
(ELLN), Mother Tongue proficiency, and best practices in MTB-MLE implementation; (4) The school
administrator may procure additional ICT resources for teachers' utilization through request or
resolution from benevolent General Parent-Teachers Association (GPTA) and through their
Maintenance and Other Operating Expenses or MOOE to enhance their teaching methodologies
(technology-based approach), thus, improving the knowledge and skills of their pupils. Furthermore,
the school should also regularly send the teachers in highly relevant seminars/workshops to upgrade
their knowledge with regards to a technology-based approach in teaching. They should acquire other
software which could help in the teaching and learning of pupils; (5) Play area may also be given
emphasis and provided by the school authorities to be utilized by their pupils such as balance beam,
swing, seesaw, monkey bars, simple obstacles, slides sand and water play equipment since play is
essential and one of the medium of learning and communication and development of psychomotor skills
for the kindergarten pupils; (6) The local government unit and the Department of Education, City
Schools Division of Dasmariñas may allocate funds for the constructions of new school buildings and
facilities to comply with the ideal classroom size and purchase necessary equipments for pupils use as
this may perceived vital and have contributory factors for pupils’ development and learning; (7) Since
the researcher observed that teacher-pupil ratio is far different compared to the prescribed ideal ratio
which is 1:25, it is perceived that for quality instructions, class size for ECE classes should be limited
or reduced. Therefore, the Department of Education, City Schools Division of Dasmariñas should open
up job opportunities in order to address the need for a lack of teachers to handle ECE classroom. If a
regular item is not possible, the local or city government unit of Dasmariñas should allocate funds as a
means of remuneration for contractual or local school board (LSB) position teachers, thus, preventing
a type of classrooms; (8) There should be a modification and enhancement on instructions such as
Dramatic Play/ Housekeeping Area, Simple experiments, Individualized instruction in 3Rs, and
Outdoor Play for Physical Development. Educational field trips should be emphasized since
kindergarten learners are perceived to be exploratory learners; (9) The use of anecdotal record and daily
progress report log of each child should be enhanced because these are the primary bases of the teacher
in the Kindergarten Progress Report Checklist and of modifying their classroom instruction, and lastly;
(10) The school administrators may procure learner’s materials such as wordless picture books,
concepts books and board books. Much more so with sand and water play, and clay dough for sensory-
motor development of young learners. Instructional materials that are provided to Kindergarten learners

52
Implementation of Omnibus Policy on kindergarten education

should be well-chosen, fit for purpose, and safe to use and manipulate. Materials should be stimulating,
lightweight, and durable as well. All these instructional materials should be properly organized in the
Kindergarten classroom to maximize their utility. Teachers should also take time to introduce how
materials should be used and cared for by the learners.

REFERENCES

Bautista, A. (2012) Teacher’s conception about learning and instructions. Journal of Curriculum Studies, Society
of education
Baligod M. B.. (2012). “The Performance of Grade One Pupils with or without Pre-Elementary Education”
Unpublish Masteral Thesis, Cagayan Colleges of Tuguegarao, Cagayan.
Bruce, T. (2014). Developing learning in early childhood. London: Paul Chapman
Brown A. B. (2016). Nursery Kindergarten Education, New York: Mac0-Graw-Hill Book Co., Inc., 2016
Carini, P. (2015). “Building A Curriculum For Young Children From an Experimental Based“ Young Children
Journal of the NAEYC, pp. 14-18.
Curtis, A and O’Hagan. M. (2013). Care and education in early childhood: A student’s guide to theory and
practice. London: Routledge Falmer.
DECS Order No. 60, s. 1993.
DepEd Order No. 12, s. 2012, Guidelines on Hiring and Deployment of Kindergarten Teachers.
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