Edit Study

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Chapter I
INTRODUCTION
Situation Analysis
Nutritious foods are important to our daily lives because it can really help us to
become physically and mentally healthy. Nutrition during preschool years is important
for children’s growth and learning and to provide energy for high activity levels (Harris,
Jennifer L.; Bargh, John A.; Brownell, Kelly D.)
Active play helps children to grow and develop, improves focus and boosts
confidence and self-esteem. It can also help protect diseases in later life. Active play
ensures children get the chances to improve movement skills. Playing outside rather than
inside offers more opportunities for the body to move. (Healthy Eating and Physical
Activity Learning Resource, n.d.)
It is important to choose a variety of foods every day to make sure we receive all
necessary nutrients for a healthy body. Nutrients are the components of foods and
beverages that provide the nourishment that allows us to grow, learn and play. Being
physically active every day is both fun and healthy. There are many benefits to daily
physical activity such as contribution to the development of healthy bones, a healthy
hearts, and healthy muscles, and a healthy self (Healthy Eating and Physical Activity
Learning Resource, n.d.)

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All throughout the world, they tried to practice the proper eating habit of a child
by private foundations. Many practices were being address to parents and to different
schools.
In America, ages two to nineteen are obese and they researched that obese
children are more likely to become obese adult. And this situation is one of the nutrition
problems of the United States, (Centers for Disease Control and Prevention Report, n.d.)
In the Philippines, malnutrition is still prevalent. Children from Luzon are better
off than those from the Visayas and Mindanao. The prevalence’s of underweight children
in Visayas and Mindanao are higher than those over in Luzon (Lozada, 2014).
However, every year in the Philippines was celebrating the Nutrition Month in the
month of July just to lessen the malnutrition and other problems that we encounter. Along
with, the government has also programs to feed the children so that they will be able to
improve the weight of underweight children.
As of July 2015, in the DepEd Memorandum No. 62, s. 2015 the 2015 Nutrition
Month Celebration with the theme of “Timbang Iwasto sa Tamang Nutrisyon at
Ehersisyo”. This is to address the issue of being overweight and obese among Filipinos
and the aim of this is to encourage all Filipinos to increase the awareness on the
importance of the proper nutrition and physical activity to prevent overweight and obese.
Children’s eating habits are not only influenced by family life, but also in other
children and messages in television. Children can learn to make healthy food, activity and
lifestyle choices if given help from families and carers (Go For Your Life, 2007).
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The parents should always be concern about the eating habits and the daily
physical activities of their child. They should have good approach to achieve it like they
should know the appetite of the child and know the food that should a child eat every
meals and snacks.
Parents and caregivers should provide structure, support, and opportunities. They
should choose the what, when and where of healthy eating (Virginia Cooperative
Extension, 2013).
The researchers decided to conduct this study for it is timely to consider the food
preferences and play activities of kindergarten pupils in DMMMSU-NLUC, CE-ELS.
In preschool age, regular intake of food is needed to help keep children active and
able to concentrate while learning. Some of theories, concepts and studies are hereby
presented:
Bahar (2010) said that the Cognitive Theory of Jean Piaget can retain the kinds of
foods that we give starting when the child starts to eat. The food also retain to the child
schemata when they saw picture and they viewed in television. As a result, what have the
child intake on his childhood: he will adapt it until adulthood. Also in the activities that
the child plays, the kinds of activities that the mother will try to practice to his child he
will adapt also until adulthood. Activities also can adapt through viewing in television
and peers.
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Brunswick (2007) said that kindergarten need a range of foods from the group of
fruits and vegetables, breads and cereals, meat, fish, chicken, eggs, legumes, milk or
yoghurt.
According to Kawtaluk (2008) fruits and vegetables give carbohydrates, plant
oils, lower quality protein, vitamins A, B, C, calcium, phosphorus and iron. Breads and
cereals give carbohydrates, lower quality protein, B vitamins and iron. Milk and cheese
give carbohydrates, animal fats, high quality proteins, vitamins A and D, riboflavin,
calcium and phosphorus. Meat, poultry, fish and beans gives animal fat, high quality
proteins, B vitamins, and iron.
In breakfast, the child should intake at least bread or rice with egg and a glass of
milk, for lunch and dinner should be rice and a balance of meat or fish plus vegetable and
for snacks it should be fruits or sandwiches and yoghurt or chocolate drink.
Healthy, balanced and quality meals, combined with an active life style in
childhood and adolescence, are the essential factors for appropriate children’s physical
and mental development and for quality life (Strell, 2002).
In line with this, Serrano (2013) believe that every child should intake vegetables,
fruits, grains, and proteins with dairy. And there is a plan for the everyday food intake of
a child. Processed foods with high levels of fat, sugar and salt (e.g. cakes, biscuits, chips,
fried foods) are not recommended for children because it can lead to obesity, tooth decay
and poor eating habits in the future.

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However, Fallon (2012) stated that children grow at a steady rate during the
kindergarten years. Low fat or restricted diets are not recommended because children’s
energy and nutrient needs are high but assure that the child has regular play activity for at
least one hour and above per day.
Kindergarten children should be encouraged to be physically active, for a
minimum of one hour and up to several hours per day. Being active everyday can help
children maintain a healthy weight, help protect against diseases in later life, improve
concentration, boost self-esteem and confidence.
Active play also allows development in movement skills. Playing outside rather
than inside offers more opportunities for the body to move. Creative playtime is valuable
for your child and includes making up games or activities and opportunities to climb,
push, pull, spin and dance creatively (Stunkard, 2009).
Victoria (2012) children’s habits are influenced by family life, teacher and the
school, other children and messages from television. Children can learn to make healthy
food, activity and lifestyle choices with the help from families and carers.
As a parent, you should know how to make meals that is nutritious for the child
growth. They should also know the proper balance diet of a preschool or the appropriate
diet for their age. They should encourage them also to play inside and outside to exercise
their body. Try to enhance the diet and playtime activities so that they will adapt it till
they grow.
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The teacher and the school specifically the canteen has also effect to the food that
the child will eat by what the teacher eat and what the school canteen sell.
Media is important for the parents in order for them to have information about the
nutritious foods that they can serve to their children. As we all know, children are good
imitators. Furthermore, media should see to it that the things that they are advertising are
nutritious in order for the viewer’s especially to the children for them to know what they
buy to eat for their snacks when their parents are not around.
Parents, teachers/ school, media and all people should know the importance of the
food and the proper physical activity of a child. All of them should cooperate together to
prevent malnutrition and obesity.

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Statement of the Problem
This study aimed to determine the food preferences and play activities of
kindergarten pupils in DMMMSU–NLUC, CE-ELS.
Specifically, it sought to answer the following questions:
1. What kind of food do kinder pupils eat during meals and snacks?
2. What kind of play activities do kindergarten pupils engaged in school?
Hypotheses:
This study was guided by the following hypotheses.
1. The food preferred by kindergarten is good.
2. The food preferred by the kindergarten has a big effect in their play activities in
school.
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GENERATION OF ALTERNATIVE SOLUTION
There are lot of foods that kindergarten pupils prefer to eat in their snacks and
meals. Some of the food are not nutritious and are not good to their health, so there is a
need to avoid those kinds of foods.
Moreover, foods which were preferred by the pupils to eat have a big effect in
their play activity. According to research, pupils who eat good variety of food have the
higher chance to perform well in given play activities in their school. Hence, it is good to
sustain or maintain the food that pupils eat which help them develop skills in playing
activities.
Plan of Action
Activities
The researchers observed that the kindergarten pupils were aggressive and active
at school that triggers the researcher’s curiosity to know what kind of food they eat.
With that, the researchers decided to float questionnaires to the parents of the
kindergarten to satisfy their curiosity. The researchers preferred to float questionnaire
because it was the best way to get the desired data on what is the effect of food they eat
on their play activity.

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Objective
This action research aimed to;
1. Determine the food preferences and play activities of kindergarten pupils in
DMMMSU-NLUC, CE-ELS.
Strategy/ Process
Questionnaire is one of the best strategies to gather data on desired information.
The researchers floated questionnaires to the parents of the respondents which are the
kindergarten of DMMMMSU-NLUC, CE-ELS in what kind of food they eat and what
were the games they are into. The researchers then tallied the gathered data and rank
them according to its number of respondents and get its percentage.
Persons Involved
The persons involved in this study were the 16 (9 boys and 7 girls) kindergarten
pupils of DMMMSU-NLUC, CE-ELS during the school year 2015-2016.

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Time Frame
This study was conducted from October 26, 2015 as the start of the preliminary
activities until March 14, 2016, the researchers’ final defence for the completion of final
manuscript.
Significance of the Study
This study provides a source of important and supplemental knowledge and
information to the various sectors, as follows:
Parents. They will be informed to answer the given questionnaire.
Teachers. The findings will be a great help for them to know the importance of
nutritious and non-nutritious foods to be able to know of what food they will give to their
children.
Researchers. The results of this study will give the researchers supplemental
knowledge about the food and play activities as a guide to their career and also to gain
basic research experience.
Future researchers. The findings of this study will serve as basis for future
researchers for a more in-depth regarding the food preferences and paly activities that a
child eat and do.

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Definition of Terms
DMMMSU-NLUC, CE-ELS is the school where the researchers conducted their
action research. Where the researchers floated their questionnaires and gathered data.
Food is the material that people and animals eat containing vitamins,
carbohydrates, fats, proteins and other supplement that is taken in by and used in the
living body for growth and repair and as a source of energy for activities.
Food Preferences is the food eaten by the kinder pupils in DMMMSU-NLUC.
Health it is being sound and well and showing good health.
Kindergarten pupils they served as the respondents of this study to determine
what they eat during meals and snacks and their play activities in school.
Meal is the food eaten or prepared for eating at one time and the act or time of
eating.
Play activities are the activities that people do for enjoyment and exercise.
School is a place of teaching and learning.
Snack is a small amount of food eaten between meals.

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Chapter 2
METHODOLOGY
Research Design
This study employed the descriptive research design. According Aggarwal
(2008), a descriptive research is devoted to the gathering of information about prevailing
conditions or situations for the purpose of description and interpretation. This type of
research is not simply amassing and tabulating facts but includes proper analysis,
interpretation, comparisons, identification of trends and relationships.
Sevilla (2001) defined descriptive research as a process that assesses the present
situation in terms of variables which will be the basis for inferring and giving viable
conclusions and recommendations.
Sources of Data
The study involves the 16 (9 boys and 7 girls) kindergarten pupils of DMMMSU-
NLUC, CE-ELS during the school year 2015-2016.
Instrumentation and Data Collection

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A questionnaire was given to the parents to gather information about the foods
eaten by the pupils during meals and snacks time.
Another survey questionnaire was made out of the answers from the first
questionnaire given to parents. The researchers then come up to the desired items which
composed of the following parts: Part I – Kinds of food that kindergarten pupils eat
during meals and snacks Part II – Kinds of play activities that kindergarten pupils engage
in school.
Permission to conduct the study was secured from the concerned authorities before
the distribution of the questionnaires to the target respondents. The questionnaires and the
checklists were floated and filled up by the respondents. The collection of data was done
personally by the researchers. When the data were gathered, the researchers tabulated and
sought the help of their statistician for data computation, presentation and analysis.
Data Analysis
The data was organized, tabulated, analyzed and interpreted with the use of
appropriate statistical measure. Frequency counts, percentages, and rank were used to
describe the kinds of food that they eat and kinds of play activities that they do.
1. Frequency counts and percentages. The fc was used to determine the number
of pupils while the percentage was used to present the percent of the responses of the
respondents. The formula use for percentage is:

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part
fc= ×100
whole
Where:
part = total number of responses from the respondents
whole= total number of respondents
% = percentage of the responses
2. Ranking. Was used to arrange the number of respondents according to their
food preferences.
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Chapter 3
RESULTS AND DISCUSSION
This chapter presents the data gathered, the analyses and interpretations in order
to answer the specific problems of this research. Particularly, it gives the derived
conclusions and the food preferences and play activities of kindergarten pupils in
DMMMSU-NLUC, CE-ELS.
The food preferences and play activities of the kindergarten pupils in DMMMSU-
NLUC, CE-ELS is hereby presented below followed by the discussion.
Table 1. Kinds of Food that the Kindergarten pupils Eat during Breakfast
Breakfast N Percentage % Rank
Milk 13 81.25 % 1
Rice with Egg 8 50 % 2
Bread with egg/ hotdog/ and meal 7 43.75 % 3
Combination of rice and oat meal 5 31.25 % 4
Oat Meal 4 25 % 5
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Table 1 showed that in breakfast, milk is most preferred by the kinder pupils with
the percentage of 81.25 % because it is readily available in the commercial world while
oat meal is the least with 25 % preference for it is expensive.
According to Hiza (2009) drinking a glass of milk a day is good for the bones of
the body especially to children for their development and a good partner of this is cereals
or bread or rice and egg because it help to develop their mind and body.
This implies that drinking milk and eating bread with egg is good for the mind
and body before going to work and school.
Table 2. Kinds of Food that the Kindergarten Pupils Eat during Lunch
Lunch N Percentage % Rank
Rice with meat 16 100 % 1
Rice with Fish 7 43.75 % 2
Rice with Vegetable 6 63.5 % 3
Table 2 presents that rice with meat is most preferred by the kindergarte pupils
with percentage of 100% while rice with vegetable is least preferred with 37.5%.
Zahara (2013) said that rice and meat or rice plus fish is very effective for the
improvement of every child and every person.
This implies that there is a big contribution of meals to our body especially to
children.
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Table 3. Kinds of Food that the Kindergarten Pupils Eat During Dinner
Dinner N Percentage % Rank
Rice with meat and fish 3 81.75 % 1
Rice with Vegetable and Meat 2 21.5 % 2
Rice with Vegetable and Fish 1 6.25 % 3
Table 3 shows that rice with meat and fish is the most preferred by the
kindergarten with the percentage of 81.75% because of the availability of the food in the
community and its affordable price while rice with vegetable and fish is least with the
percentage of 6.25% because at their age, they do not like vegetables.
Table 4. Kinds of Food that the Kindergarten Pupils Eat during Snacks
Snacks N Percentage % Rank
Yoghurt 14 87. 5 % 1
Sandwich 12 75 % 2
Chocolate Drink 7 43.75 % 3
Water 6 37.5 % 4
Junk Foods 5 31.25 % 5
Spaghetti 3 18.75 % 6
Pancit 2 12.5 % 7
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Table 4 presents that yoghurt is the most preferred by the kinder pupils with the
percentage of 87.5% and pancit is the least with 12.5%.
Watson (n.d) fruits and yoghurt is the most nutritious for snacks and schools
should know about it. And burger, fries, biscuits and sweetened juice cannot give
vitamins or energy to the body.
This implies that every child should eat fruit and yoghurt every day.
Table 5. Play Activities of Kindergarten Pupils
Play Activity N Percentage % Rank
Playing games using:
Cell Phone 16 100 % 1
Watching TV 15 93.75 % 2
Tablet 14 87.5 % 3
IPod 0 0 0
Toy 13 81.25 % 4
Blocks 11 68.75 % 6
Table 5 shows that playing with cell phone is the most played activity of the
kindergarten with 100% because of its availability while playing with iPod is the least
because it is expensive for them.

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According to Radell (2011) during this year, children are aggressive and energetic
and they usually play big body play activities wherein there is coordination of hand and
body.
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Chapter 4
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
This study aimed to determine the food preferences and play activities of
kindergarten pupils in DMMMSU-NLUC, CE-ELS.
The problems of the study were 1) What kind of food do kindergarten pupils eat
during meals and snacks? 2) What kind of play activities do kindergarten pupils engage
in school? The descriptive research design was used in this study which was conducted in
DMMMSU-NLUC, CE-ELS. There were 16 kinder pupils involved. The research
questionnaire was composed of two parts namely: Part I – Kinds of food that the child
Eat: Part II – Kinds of play activities of the child.
Frequency counts, percentage and ranking were used to analyze the data
collected. In this study it was found out that in breakfast, drinking milk with bread and
egg is the most preferred while eating cereals is the least, during lunch and dinner, rice
with meat is the most preferred of the kindergarten pupils and rice with fish and
vegetables is the least. Playing with hand and body is the most play activities of the
kinder pupils like playing ball and play with the hand only is the least.
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Conclusion
Based on the findings, the researchers arrived at the following conclusions:
1. The kinder pupils prefer milk during their breakfast, rice and meat during their
lunch, rice with meat and fish during their dinner, and yoghurt during their snack.
2. The kinder pupils prefer to play games using cell phone and playing ball games.
Recommendations
Based on the above-mentioned conclusions the following recommendations were
drawn:
1. The parents and guardian should know the proper food that a child should eat
everyday so that the child will be healthy physically and mentally.
2. The school should also be aware that the children should eat nutritious food that
benefit to the development of the children and refrain from eating junk food.
3. The teacher should also eat nutritious foods especially when they are inside the
classroom so that the children will imitate them.

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LITERATURE CITED
Aggarwal, Y.P (2008). International Journal of Transformations in Business

Management. Meaning of the Term- Descriptive Survey Research
Method. IJTBM(2012) Vol. No.1, Issue No.6, Apr-Jun.
Bahar, Z. (2010). Use of Jean Piaget’s Theory of Education in Preschool Education.

Education. Food and Children Nutrition. Retrieved from December 2010, from
http://dx.doi.org/10.1590/S1415-52732009000600012
Brunswick, J.D (2007). Trend in Food and Nutrient intake by Children. Family
Economics Nutrition Review (2):56-69. Retrieved from May 9,2007, from
www.phac-aspc/pau-uap/paguide/child-youth/index.html.
Fallon, J.O (2012). Restricting Access to Palatable Food Affects Children Food
Selection and Physical Activeness. Journal of Clinical Nutrition 69:1264-72.
Retrieved from http://my.clevelandclini.org/childrens-hospital/health-info/ages-
stages/preschool/hic-
Kawtaluk, M.J (2008). Nutritional Development. 1:8-9
Lozada, D.M (2014). Prevention of Overweight and Obesity in Children: Influences on

the Food Environment. 28 (3):415-22.
Serrano, L. (2013). Health, Safety, and Nutrition for the Young Child.7th ed. Clifton
Park, N.Y: Thomson Delmar Learning.
Strell, J. (2002). Garden Enhance Nutrition Curriculum Improves Fourth-Grade School

Children’s Knowledge of Nutrition and Preferences for Some Vegetables and
Proper Exercises. Journal of the American Dietetic Association 102 (1):91-93
Stunkard,F. (2009).Healthy Kids.Fruits and Vegetables.Retrieved from June 2009, from

www.fruitsandveggiesmorematters.org/get-kids-to-eat-fruit-and-vegetables.
Harris, Jennifer L.; Bargh, John A.; Brownell, Kelly D. Eating Behaviors.
Health Psychology, Vol 28(4), Jul 2009, 404-4
http://dx.doi.org/10.1037/a0014399
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APPENDICES
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APPENDIX A
ELEMENTARY EDUCATION DEPARTMENT
September 16, 2015

DR. RINA B. RONQUILLO
Principal, ELS
Dear Madam,
Greetings in the name of the Lord!
We are fourth year students of DMMMSU-NLUC (BEED Specializing in
Preschool Education), are conducting a research entitled, Food Preferences and play
activities of kindergarten pupils in DMMMMSU-NLUC ELS.
For this, we would like to ask permission from your office to allow us to rest assured
that the data we will gather will be used for research purposes only.
Thank you very much.
Respectfully yours,
NYLYN M. CARIAGA
LIELA C. GACUSANA
AMELITA S. LAGANSI
MYLA M. LAGANSI
LEONIDA MARIANO
REYMA A. SOTELO
Researchers
Noted:
DR. SALVE MARIA A. SANCHEZ, Ph. D. DR. ROSITA P. ABUBO, Ph. D.

Chairman, EED Dean, CE
25
NAME OF RESPONDENTS
Boys Girls
1. Candido, Anton Anthony A. 1. Dalit, Ashley M.
2. Collado, Andrei Exekiel F. 2. Figuracion, Irish Gwenn C.
3. Libunao, Colen T. 3. Langbay, Jean S.
4. Mauricio, Mark Gian S. 4. Licudano, Aprille Jane M.
5. Mayrena, Mheljeon Bien M. 5. Manuel, Jastine C.
6. Navasca, Pierre Andre G. 6. Orejudos, Asley Andrea A.
7. Nazarro, Jose Raniel D. 7. Pul-oc, Precious Gail L.
8. Ocampo, Ervin Clyde S.
9. Rivera, Denver Raven T.

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APPENDIX B
Checklist to be accomplished by the researchers
PART I:
Direction: Please check the blanks with the corresponding information being asked for.
Name (Optional): ______________________________________________
Name of Child (Optional): _______________________________________
What food preference does your child have during breakfast?
_____ bread _____ hotdog
_____ can goods _____ longanissa
_____ cereal _____ meat
_____ egg _____ rice
_____ fish _____ vegetables
_____ ham
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What kind of food do you give during lunch?
_____ Rice with fish
_____ Rice with Meat
_____ Rice with Vegetable
What kind of food do you give during dinner?
____ Rice with vegetable and fish
____ Rice with Vegetable and Meat
____ Rice with Meat and Fish
What kind of food do you give during snacks?
_____ chocolate ____ sopas
_____ junk foods _____ spaghetti
_____ pansit/ palabok/ mami/ noodles _____ water
_____ soft drinks

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PART II:
What kind of play activities does the child engage in school?
Playing games using:
_____ blocks
_____ cell phone
_____ iPod
_____ tablet
_____ toy
_____ TV
Running games
_____kite playing
_____playing ball games
_____playing hide and seek

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Plate 1. Floating Of Questionnaire To The Parents

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Plate 2. Distributing the questionnaires

about their child’s food preferences.
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Plate 3. In this pfoto, the parent’s respondents were

willingly answered the given questionnaires.
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Plate 4. The other questionnaire on what was the kind

of play activities the respondents are into were given to the kindergarten teacher.
Plate 5. This photos were taken right after our defence.

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Done at last!
Plate 6. We took this photos after the defense because

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we didn’t have the chance to take pictures while our defense is ongoing.
AMELITA S. LAGANSI
Permanent Address: Nilasin, Cabaroan, San Emilio,

Ilocos Sur
Date of Birth: Febuary 06, 1995
Place of Birth: Bullaguian, Tabuk, Kalinga
Parents: Apolonio A. Lagansi

Sylvia S. Lagansi
Civil Status: Single
Institutional Affilation: Roman Catholic
School Address: Sapilang, Bacnotan, La Union
Contact Number: 09300479992

E-mail Address: amylagansi@yahoo.com
EDUCATIONAL BACKGROUND
2012- Present Bachelor of Elementary Education

Major in Pre-school Education
Don Mariano Marcos Memorial State University
Sapilang, Bacnotan, La Union
Undergraduate
2008- 2012 San Emilio Academy

Cabaroan, San Emilio, Ilocos Sur
High School Graduate
36
2001-2008 Beckel Central Elementary School

Beckel, La Trinidad, Benguet
Elementary Graduate
AWARDS/ HONORS RECEIVED
2013-2014 Bronze medallist

Fun run
College of Education foundation
North La Union Campus
Bacnotan, La Union
2011-2012 Valedictorian
San Emilio Academy
San Emilio, Ilocos Sur
March 06, 2011-12 Certificate of Scholarship

Best in Science
University of Baguio
March 06, 2011-12 Certificate of Scholarship

Valedictorian
University of Baguio
March 2011-12 Scholarship award

Valedictorian
Saint Louis University
March 2011-12 Scholarship award

Best in Science
37
Saint Louis University
SY 2010-2011 1st rank in academic

1st grading
San Emilio Academy
San Emilio Ilocos Sur
2010-2011 2nd, Academic award

San Emilio Academy
San Emilio Ilocos Sur
2005-2006 Academic
Beckel Central Elementary School
Beckel, La Trinidad, Benguet
TRAININGS/ SEMINAR ATTENTED
November 5-6, 2016 Two Day Orientation Seminar for student teachers
Aringay Central Elementary school
Aringay, La Union
October 28, 2015 Iloko Ortography and Lesson Planning

Workshop on MTB-MLE
DMMMSU-NLUC, Sapilang, Bacnotan, La Union
September 26, 2015 Book Writing Seminar

AVR BPAA Complex Building, DMMMSU-NLUC
Bacnotan, La Union
September 23, 2015 Pre employment Workshop

Bacnotan, La Union
38
September 11, 2015 Fusion 2015: the 2nd Festival of Languages and
The Art in Region I- Regional Conference
Teachers Training Center
DMMMSU-SLUC, Agoo, La Union
December 1, 2014 Teaching Strategies in the Outcome-Based Education

Bacnotan, La Union
September 7, 2013 Civic Welfare Training Services (CWTS)

Bacnotan, La Union
March 6, 2013 Skills Enhancement Seminar Workshop

Bacnotan, La Union
March 2013 Symposium in Career Path in the Teaching Profession

Bacnotan, La Union
October 2014 Workshop Long Live

Bibak-Bago Oraganization
Lingsat,City of San Fernando, La union
February 2010-2011 ROTC

San Emilio Academy
San Emilio, Ilocos Sur
ORGANIZATIONAL AFILLATIONS
2012-2016 Member, Educators for Young Children

College of Education
39
DMMMSU-NLUC, Bacnotan, La Union
2012-2016 Member, Student Teacher Association

DMMMSU-NLUC, Bacnotan La Union
2012-2016 Member, Parent Teachers Students Partnership

College of education
2015-2016 Muse, BIBAK-Bago

(Benguet, Ifugao, Bontoc, Apayao, Kalinga-Bago)
Bacnotan, La Union
2014-2015 Peace Officer, EYC

(Educators for Young Children)
Bacnotan, La Union
2014-2015 2nd Kagawad, Classroom officers

Bacnotan, La Union
SPECIAL SKILLS/ TALENTS
Singing
Dancing
Writing
__________________________
40
Signature over printed name
MYLA M. LAGANSI
Permanent Address: Nilasin, Cabaroan, San Emilio,

Ilocos Sur
Date of Birth: Mayo 10, 1995
Place of Birth: Nilasin, Cabaroan, San Emilio,

Ilocos Sur
Parents: Mr. Johnny Lagansi

Mrs. Imelda Lagansi

E-mail Address: Myla10_07@yahoo.com
2012- Present Bachelor of Elementary Education major in

Pre-school Education
Undergraduate
41
2008- 2012 High School Graduate

Northern Luzon Adventist College Academy
Artacho, Sison, Pangasinan
2001-2008 Elementary Graduate

San Emilio West Central School
Athlete of the Year
AWARDS/ HONORS RECEIVED
March 05, 2014 Badminton

Bronze Medalist
State, Colleges and Universities Athletic Association
2013-2014
DMMMSU, Sapilang, Bacnotan, La Union
September 2012 Badminton

Gold Medalist
BIBAK-BAGO sports festival
CICOSAT Colleges, San Fernando, La Union
September 2012 Volleyball

1st Place
BIBAK-BAGO sports festival
October 2010 Volleyball

Most Valuable Player
NLAC Intramurals
October 2010 Basketball

1st place
NLAC Intramurals
2006 Investigatory Project

2nd Place
42
Science Quiz Bee District meet

District 1, Ilocos Sur
2006-2007 Fourth Honor

San Emilio West Central School
Aringay, La Union

Workshop on MTB-MLE

Bacnotan, La Union

Bacnotan, La Union

Bacnotan, La Union

Bacnotan, La Union
43

Bacnotan, La Union

Bacnotan, La Union
2015-2016 Peace Officer, Classroom Officers




Singing
Dancing
__________________________
44
LEONIDA MARIANO
Permanent Address: Barangay Taleb, Nagbukel, Ilocos Sur
Date of Birth: August 9, 1995
Place of Birth: Barangay Taleb, Nagbukel, Ilocos Sur
Parents: Mr. Leonardo C. Cabang Sr.

Mrs. Gina M. Cabang
E-mail Address: 09363588082
2012- Present Bachelor of Elementary Education major

Undergraduate
2008- 2012 Nagbukel National High School

Poblacion, East Nagbukel Ilocos Sur
45
2001-2008 Taleb Elementary School

Taleb Nagbukel, Ilocos Sur
Elementary Graduate
Aringay, La Union

Workshop on MTB-MLE

Bacnotan, La Union

Bacnotan, La Union

Bacnotan, La Union

Bacnotan, La Union
46

Bacnotan, La Union

Bacnotan, La Union
2015-2016 Muse, Classroom Officers

2014-2015 1st Kagawad, Classroom Officers




Singing
Dancing
47
Writing
__________________________
REYMA A. SOTELO
Permanent Address: Casilagan, Narvacan, Ilocos Sur TRAININGS/

Date of Birth: December 10, 1992 SEMINAR
Place of Birth: Casilagan, Narvacan, Ilocos Sur ATTENTED
Parents: Federico L. Sotelo

Flory A. Sotelo
E-mail Address: SoteloRema@yahoo.com
2012- Present Bachelor of Elementary Education major

DMMMSU-NLUC
Undergraduate
2005-2009 Nagbukel National High School

Poblacion, Nagbukel, Ilocos Sur
1998-2005 Casilagan Elementary School

Casilagan, Narvacan, Ilocos Sur
ElementaryGraduate
48
Aringay, La Union

Workshop on MTB-MLE

Bacnotan, La Union

Bacnotan, La Union

Bacnotan, La Union

Bacnotan, La Union

Bacnotan, La Union

49
Bacnotan, La Union
2015-2016 Peace Officer, Classroom Officers




Singing
Dancing
__________________________

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1

Jennifer L.; Bargh, John A.; Brownell, Kelly D.)

Activity Learning Resource, n.d.)

physical activity such as contribution to the development of healthy bones, a healthy

Learning Resource, n.d.)

improve the weight of underweight children.

Month Celebration with the theme of “Timbang Iwasto sa Tamang Nutrisyon at

meals and snacks.

preferences and play activities of kindergarten pupils in DMMMSU-NLUC, CE-ELS.

According to Kawtaluk (2008) fruits and vegetables give carbohydrates, plant

proteins, B vitamins, and iron.

for snacks it should be fruits or sandwiches and yoghurt or chocolate drink.

and mental development and for quality life (Strell, 2002).

and poor eating habits in the future.

least one hour and above per day.

Kindergarten children should be encouraged to be physically active, for a

concentration, boost self-esteem and confidence.

push, pull, spin and dance creatively (Stunkard, 2009).

prevent malnutrition and obesity.

Statement of the Problem

kindergarten pupils in DMMMSU–NLUC, CE-ELS.

Specifically, it sought to answer the following questions:

2. What kind of play activities do kindergarten pupils engaged in school?

This study was guided by the following hypotheses.

1. The food preferred by kindergarten is good.

GENERATION OF ALTERNATIVE SOLUTION

need to avoid those kinds of foods.

kindergarten to satisfy their curiosity. The researchers preferred to float questionnaire

on their play activity.

This action research aimed to;

1. Determine the food preferences and play activities of kindergarten pupils in

Questionnaire is one of the best strategies to gather data on desired information.

them according to its number of respondents and get its percentage.

pupils of DMMMSU-NLUC, CE-ELS during the school year 2015-2016.

Significance of the Study

This study provides a source of important and supplemental knowledge and

information to the various sectors, as follows:

Parents. They will be informed to answer the given questionnaire.

basic research experience.

child eat and do.

DMMMSU-NLUC, CE-ELS is the school where the researchers conducted their

Food Preferences is the food eaten by the kinder pupils in DMMMSU-NLUC.

Health it is being sound and well and showing good health.

Kindergarten pupils they served as the respondents of this study to determine

School is a place of teaching and learning.

Snack is a small amount of food eaten between meals.

This study employed the descriptive research design. According Aggarwal

(2008), a descriptive research is devoted to the gathering of information about prevailing

interpretation, comparisons, identification of trends and relationships.

conclusions and recommendations.

NLUC, CE-ELS during the school year 2015-2016.

Instrumentation and Data Collection

eaten by the pupils during meals and snacks time.

respondents. The formula use for percentage is:

part = total number of responses from the respondents

whole= total number of respondents

% = percentage of the responses

2. Ranking. Was used to arrange the number of respondents according to their

RESULTS AND DISCUSSION

NLUC, CE-ELS is hereby presented below followed by the discussion.

Breakfast N Percentage % Rank

Rice with Egg 8 50 % 2

Bread with egg/ hotdog/ and meal 7 43.75 % 3

Combination of rice and oat meal 5 31.25 % 4

_ bread _ hotdog

_ can goods _ longanissa

_ cereal _ meat

_ egg _ rice

_ fish _ vegetables

_ chocolate sopas

_ junk foods _ spaghetti

_ pansit/ palabok/ mami/ noodles _ water