PRE-KINDERGARTEN TRANSITION PROGRAM (PTP) FOR CHILD DEVELOPMENT WORKERS (CDWs)
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | PRE-KINDERGARTEN TRANSITION PROGRAM (PTP) FOR CHILD DEVELOPMENT WORKERS (CDWs) |
| 2. | Creator | Author's name, affiliation, country | Jeremy Adrian D. Guiang; Faculty, MAEd, Mariano Marcos State University, College of Teacher Education, Laoag Campus, 2900, Philippines |
| 2. | Creator | Author's name, affiliation, country | Andrian A. Dela Cruz; Faculty, PhD, Mariano Marcos State University, College of Teacher Education, Laoag Campus, 2900, Philippines |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | child development workers (CDWs), common adjustment issues, pre-kindergarten transition program (PTP), transition period |
| 4. | Description | 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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| 5. | Publisher | Organizing agency, location | Open Access Publishing Group |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2024-10-08 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Uniform Resource Identifier | https://oapub.org/edu/index.php/ejes/article/view/5614 |
| 10. | Identifier | Digital Object Identifier (DOI) | http://dx.doi.org/10.46827/ejes.v11i11.5614 |
| 11. | Source | Title; vol., no. (year) | European Journal of Education Studies; Vol 11, No 11 (2024) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions |
Copyright (c) 2024 Jeremy Adrian D. Guiang, Andrian A. Dela Cruz This work is licensed under a Creative Commons Attribution 4.0 International License. |