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Developing an Indigenous Science Curriculum for Kindergarten in Philippines
Greg Tabios Pawilen,Manabu Sumida 환태평양유아교육연구학회 2007 Asia-Pacific journal of research in early childhoo Vol.1 No.1
This study discusses the process of developing an indigenous science curriculum for kindergarten in the Philippines. It is inspired by a vision to uti - lize the rich experience and indigenous knowledge of the people to enhance and enrich the science curriculum for the kindergarten level. This study aims to make the kindergarten science curriculum more relevant and responsive to the daily-life culture of the learners and to make culture a part of science. In this paper, important data from the socio-cultural systems of selected commu - nities are analyzed and discussed in order to determine the context in which the curriculum is situated. Likewise, the responses of the learners, perceptions of teachers and community folks, and the government documents on develop - ing indigenous curriculum were analyzed and presented to develop an indige - nous science curriculum for kindergarten.
Using the local language for teaching science in kindergarten in the Philippines
Greg Tabios Pawilen,Manabu Sumida 환태평양유아교육연구학회 2009 Asia-Pacific journal of research in early childhoo Vol.3 No.1
This study discusses some important observations on using the local language for teaching science in kindergarten. The study was conducted in a local kindergarten school in the Philippines where classes were observed to obtain data whether using the local language in teaching science is effective. The result shows that using the local language for teaching science to kindergarten learners: (1) allow the learners to ask questions that are related to their lesson; (2) allow for individualism so that those with different backgrounds and levels of development can contribute and progress; (3) evoke emotional and physical as well as intellectual responses; (4) offer oppor- tunities for children to express ideas on a topic, issue, or problem; and (5) help make connections to what they are learning in other subject fields. In general, it allows the children to participate actively in different activities. This paper strongly advocates the use of local language as an effective medium of instruction in teaching science for young children.
Greg Tabios Pawilen The Pacific Early Childhood Education Research Ass 2020 Asia-Pacific journal of research in early childhoo Vol.14 No.3
The study aims to help teachers develop a supplementary curriculum for kindergarten children in the Philippines who were affected by the enhanced community quarantine (ECQ) period brought by the coronavirus disease 2019 (COVID-19) pandemic. The curriculum focuses on helping children make use of their time at home to experience meaningful learning with their family while understanding what is happening around them and why they need to follow a lot of rules individually, as a family, and as a community. The curriculum proposes the use of home-based learning anchored on Filipino cultural values of strong family relationship and on the philosophy of holistic learning.
Greg Tabios Pawilen 환태평양유아교육연구학회 2018 Asia-Pacific journal of research in early childhoo Vol.12 No.3
This is a descriptive study focusing on the development and implementation of a science-based integrated curriculum to nurture the gifted potentials in science of young Filipino children. Specifically, it answers four questions: (1) What are the interests, characteristics, and learning styles of young children that are potentially gifted in science? (2) What are the contents of the science-based curriculum for young children with gifted potentials? (3) What instructional model can be used to implement the science-based curriculum? (4) How is the science-based integrated curriculum implemented to nurture the gifted potentials of students in science? This study was participated by young children who are potentially gifted in science and expert teachers. To gather data, the gifted characteristics and interests of the children were identified, the contents and activities of the curriculum were selected, classes were observed, and a regular collaborative planning and evaluation sessions were done. The data was analyzed qualitatively looking into the learning behavior of the students as they do integrated science activities, perform experiments, and learn various science concepts and process skills. The result includes observable gifted characteristics and learning styles of the students, important principles and contents, and instructional design for the science-based integrated curriculum.
Designing an Integrated Curriculum for Preschool
Greg Tabios Pawilen,Jaeson P. Arre,Eloida F. Lindo 환태평양유아교육연구학회 2010 Asia-Pacific journal of research in early childhoo Vol.4 No.2
Integrated curriculum is a popular curriculum design used in organizing preschool curriculum. This study aims to analyze how teachers design an integrated curriculum. Specifically, it describes: (1) how do teachers plan an integrated curriculum; (2) what common themes are used; and (3) what factors are influential or considered in integrating the curriculum. Since the study was conducted in a Christian school, it also analyzes the influence of the Christian faith in the curriculum. Curriculum analysis and focus-group discussion with preschool teachers and administrators were done to gather the necessary data for the study. The results of the study show that the thematic approach is dominantly used in integrating the curriculum. The themes usually derived from big ideas or topics related to science, social studies, and some concepts and activities that are interesting to the learners. Several factors are also found to be influential in designing the curriculum. The study also found out that Christianity has a great impact or influence in designing the curriculum. Biblical stories, and Christian values are always integrated in the selection of sub-topics and activities in the curriculum.