May siyensya sa mga istorya: Building connections in Early Childhood education through arts integrated Science for kindergarten learners

Abstract

This exploratory-sequential mixed method research study was limited to the evaluation of kindergarten teachers’, parents’, and experts’ perspectives on what lessons, activities, and teaching methods are appropriate for the developmental level of kindergarten students when teaching the subject of science. This research resulted in the creation of an arts and science storybook that was evaluated by kindergarten teachers and a group of subject-matter specialists. The researcher used of primary data sources. The researcher constructed an interview guide or script for the interviews. Moreover, the researcher-made interview guide was used in obtaining data from the respondents. It included questions about the informants' insights of what lessons, activities, and strategies are appropriate for the developmental level of kindergarten learners. The developed researcher-made interview guide was subjected to face and content validation by experts. An evaluation tool based on the guidelines of the Learning Resource Management and Development System (LRMDS) for printed materials, provided by the Department of Education was also utilized in the study. The developed instructional material was tried out among the kindergarten learners. The respondents of the study which was purposively chosen according to the criteria and the need set at the start of the study. They were considered based on the length of service rendered or the teaching experience and participation in early childhood seminars and trainings. The respondents of the study were divided into categories. The results of the study revealed that there is a need to integrate art-based activities and art-based approach in the kindergarten curriculum. There is also a need to localize the context of the lessons as well as use mother-tongue as medium of instruction and in the learning materials. The insights gathered from the narratives, an art-based integrated learning material consisting of 40 stories with mother-tongue as medium of instruction was developed. The pool of experts and teachers found the developed learning materials as Very Satisfactory in terms of content, format, presentation and organization, and accuracy and up-to-datedness of information. The kindergarten pupils found the developed reading material as Very Satisfactory with 100% of them signifying assent through excited-face emoticons. Positive feedback was received from the teachers. Considering the comments and responses of the teachers it is evident that they have enjoyed using the prototype learning material, and they even suggest to produce more of the same material because they find it creative, interactive and easier to understand compared to some instruction materials. The instructional design and science curriculum from kindergarten to higher levels must reflect a balance between these two types of learning experiences. Learning experiences based on integrated and holistic dimensions, both the child’s critical and creative domains, should be balanced with learning experiences focused on specific curriculum outcomes for science.